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How to Write a Non-Cliche College Essay About Sports + Examples

What’s covered:, what makes a sports essay cliche.

• How To Make Your Sports Essay Unique

Great Examples of College Essays About Sports

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You’ve been brainstorming essay topics for your college applications, and you think you’ve finally found the right one: an extended metaphor likening your experience on the field with overcoming personal struggles. The problem: many other students have this same thought. 

The purpose of a college essay is to make yourself stand out as a unique individual, but when students write about sports, they often blend in. Because of that, students are usually advised to pick a different topic.

That being said, it is possible to write a non-cliche college essay about sports if you put in a little extra effort. Read along to learn how to make your sports essay different from all the other sports essays.

Sports essays are cliche when they follow a standard trajectory. Some of these trajectories include writing a story about:

• An agonizing defeat
• Forging bonds with teammates
• Overcoming adversity
• Overcoming an injury
• Refusing to quit
• Victory during a big game

Because sports essays have very similar themes and “lessons learned,” it can be difficult to make your story stand out. These trajectories also often focus too much on the sport or storyline, and not enough on the writer’s reflections and personality.

As you write your essay, try to think about what your experience says about you rather than what you learned from your experience. You are more than just one lesson you learned!

(Keep in mind that the sports essay is not the only college essay cliche. Learn about other essay cliches and how to fix them in our complete guide).

How to Make Your Sports Essay Unique

1. focus on a specific moment or reflection..

The college essay is a way for students to humanize themselves to admissions officers. You do not feel human if you are describing yourself as just another player on the field!

One important way to make your essay about you (not just about sports) is by focusing on a specific moment in time and inviting the reader to join you in that moment. Explain to the reader what it would be like to be sitting in that locker room as you questioned the values of the other players on your team. Ask your reader to sit with you on the cot in the trainer’s room as your identity was stripped away from you when they said “your body can’t take this anymore.” Bring your reader to the dinner table and involve them in your family’s conversation about how sports were affecting your mental health and your treatment of those around you.

Intense descriptions of a specific experience will evoke emotions in your reader and allow them to connect with you and feel for you.

When in doubt, avoid anything that can be covered by ESPN. On ESPN, we see the games, we see the benches, we even see the locker rooms and training rooms. Take your reader somewhere different and show them something unique.

2. Use sports to point out broader themes in your life.

The main risk when writing about sports is neglecting to write about yourself. Before you get started, think about the main values that you want to express in your sports essay. Sports are simply your avenue for telling the reader what makes you unique. 

As a test, imagine if you were a pianist. Would you be able to talk about these same values? What if you were a writer? Or a chemist? Articulating your values is the end, and sports should simply be your means.

Some values that you might want to focus on:

• Autonomy (you want to be able to set your mind to anything and achieve it on your own)
• Growth (you seek improvement constantly)
• Curiosity (you are willing to try anything once)
• Vulnerability (you aren’t afraid to fail, as long as you give it your all)
• Community (you value the feedback of others and need camaraderie to succeed)
• Craft (you think that with deliberate care, anything can be perfected)
• Responsibility (you believe that you owe something to those around you and perhaps they also owe something to you)

You can use the ESPN check again to make sure that you are using sports as an avenue to show your depth.

Things ESPN covers: how a player reacts to defeat, how injuries affect a player’s gameplay/attitude, how players who don’t normally work well together are working together on their new team.

Things ESPN doesn’t cover: the conversation that a player had with their mother about fear of death before going into a big surgery (value: family and connection), the ways that the intense pressure to succeed consumed a player to the point they couldn’t be there for the people in their life (value: supporting others and community), the body image issues that weigh on a player’s mind when playing their sport and how they overcame those (value: health and growth).

3. Turn a cliche storyline on its head.

There’s no getting around the fact that sports essays are often cliche. But there is a way to confront the cliche head-on. For example, lots of people write essays about the lessons they learned from an injury, victory, and so on, but fewer students explain how they are embracing those lessons. 

Perhaps you learned that competition is overwhelming for you and you prefer teamwork, so you switched from playing basketball to playing Dungeons & Dragons. Maybe, when your softball career ended abruptly, you had to find a new identity and that’s when you became obsessed with your flower garden and decided to pursue botany. Or maybe, you have stuck with football through it all, but your junior-year mental health struggle showed you that football should be fun and you have since started a nonprofit for local children to healthily engage with sports.

If your story itself is more cliche, try bringing readers to the present moment with you and show why the cliche matters and what it did for you. This requires a fair amount of creativity. Ensure you’re not parroting a frequently used topic by really thinking deeply to find your own unique spin.

Night had robbed the academy of its daytime colors, yet there was comfort in the dim lights that cast shadows of our advances against the bare studio walls. Silhouettes of roundhouse kicks, spin crescent kicks, uppercuts and the occasional butterfly kick danced while we sparred. She approached me, eyes narrowed with the trace of a smirk challenging me. “Ready spar!” Her arm began an upward trajectory targeting my shoulder, a common first move. I sidestepped — only to almost collide with another flying fist. Pivoting my right foot, I snapped my left leg, aiming my heel at her midsection. The center judge raised one finger. 

There was no time to celebrate, not in the traditional sense at least. Master Pollard gave a brief command greeted with a unanimous “Yes, sir” and the thud of 20 hands dropping-down-and-giving-him-30, while the “winners” celebrated their victory with laps as usual. 

Three years ago, seven-thirty in the evening meant I was a warrior. It meant standing up straighter, pushing a little harder, “Yes, sir” and “Yes, ma’am”, celebrating birthdays by breaking boards, never pointing your toes, and familiarity. Three years later, seven-thirty in the morning meant I was nervous. 

The room is uncomfortably large. The sprung floor soaks up the checkerboard of sunlight piercing through the colonial windows. The mirrored walls further illuminate the studio and I feel the light scrutinizing my sorry attempts at a pas de bourrée, while capturing the organic fluidity of the dancers around me. “Chassé en croix, grand battement, pique, pirouette.” I follow the graceful limbs of the woman in front of me, her legs floating ribbons, as she executes what seems to be a perfect ronds de jambes. Each movement remains a negotiation. With admirable patience, Ms. Tan casts me a sympathetic glance.   

There is no time to wallow in the misery that is my right foot. Taekwondo calls for dorsiflexion; pointed toes are synonymous with broken toes. My thoughts drag me into a flashback of the usual response to this painful mistake: “You might as well grab a tutu and head to the ballet studio next door.” Well, here I am Master Pollard, unfortunately still following your orders to never point my toes, but no longer feeling the satisfaction that comes with being a third degree black belt with 5 years of experience quite literally under her belt. It’s like being a white belt again — just in a leotard and ballet slippers. 

But the appetite for new beginnings that brought me here doesn’t falter. It is only reinforced by the classical rendition of “Dancing Queen” that floods the room and the ghost of familiarity that reassures me that this new beginning does not and will not erase the past. After years spent at the top, it’s hard to start over. But surrendering what you are only leads you to what you may become. In Taekwondo, we started each class reciting the tenets: honor, courtesy, integrity, perseverance, self-control, courage, humility, and knowledge, and I have never felt that I embodied those traits more so than when I started ballet. 

The thing about change is that it eventually stops making things so different. After nine different schools, four different countries, three different continents, fluency in Tamil, Norwegian, and English, there are more blurred lines than there are clear fragments. My life has not been a tactfully executed, gold medal-worthy Taekwondo form with each movement defined, nor has it been a series of frappés performed by a prima ballerina with each extension identical and precise, but thankfully it has been like the dynamics of a spinning back kick, fluid, and like my chances of landing a pirouette, unpredictable. 

Why it works:

What’s especially powerful about this essay is that the author uses detailed imagery to convey a picture of what they’re experiencing, so much so that the reader is along for the ride. This works as a sports essay not only because of the language and sensory details, but also because the writer focuses on a specific moment in time, while at the same time exploring why Taekwondo is such an important part of their life.

After the emotional image is created, the student finishes their essay with valuable reflection. With the reflection, they show admissions officers that they are mature and self-aware. Self-awareness comes through with statements like “surrendering what you are only leads you to what you may become” and maturity can be seen through the student’s discussion of values “honor, courtesy, integrity, perseverance, self-control, courage, humility, and knowledge, and I have never felt that I embodied those traits more so than when I started ballet.” These are the kinds of comments that should find their way into a sports essay!

“Advanced females ages 13 to 14 please proceed to staging with your coaches at this time.” Skittering around the room, eyes wide and pleading, I frantically explained my situation to nearby coaches. The seconds ticked away in my head; every polite refusal increased my desperation.

Despair weighed me down. I sank to my knees as a stream of competitors, coaches, and officials flowed around me. My dojang had no coach, and the tournament rules prohibited me from competing without one.

Although I wanted to remain strong, doubts began to cloud my mind. I could not help wondering: what was the point of perfecting my skills if I would never even compete? The other members of my team, who had found coaches minutes earlier, attempted to comfort me, but I barely heard their words. They couldn’t understand my despair at being left on the outside, and I never wanted them to understand.

Since my first lesson 12 years ago, the members of my dojang have become family. I have watched them grow up, finding my own happiness in theirs. Together, we have honed our kicks, blocks, and strikes. We have pushed one another to aim higher and become better martial artists. Although my dojang had searched for a reliable coach for years, we had not found one. When we attended competitions in the past, my teammates and I had always gotten lucky and found a sympathetic coach. Now, I knew this practice was unsustainable. It would devastate me to see the other members of my dojang in my situation, unable to compete and losing hope as a result. My dojang needed a coach, and I decided it was up to me to find one. 

I first approached the adults in the dojang – both instructors and members’ parents. However, these attempts only reacquainted me with polite refusals. Everyone I asked told me they couldn’t devote multiple weekends per year to competitions. I soon realized that I would have become the coach myself.

At first, the inner workings of tournaments were a mystery to me. To prepare myself for success as a coach, I spent the next year as an official and took coaching classes on the side. I learned everything from motivational strategies to technical, behind-the-scenes components of Taekwondo competitions. Though I emerged with new knowledge and confidence in my capabilities, others did not share this faith.

Parents threw me disbelieving looks when they learned that their children’s coach was only a child herself. My self-confidence was my armor, deflecting their surly glances. Every armor is penetrable, however, and as the relentless barrage of doubts pounded my resilience, it began to wear down. I grew unsure of my own abilities.

Despite the attack, I refused to give up. When I saw the shining eyes of the youngest students preparing for their first competition, I knew I couldn’t let them down. To quit would be to set them up to be barred from competing like I was. The knowledge that I could solve my dojang’s longtime problem motivated me to overcome my apprehension.

Now that my dojang flourishes at competitions, the attacks on me have weakened, but not ended. I may never win the approval of every parent; at times, I am still tormented by doubts, but I find solace in the fact that members of my dojang now only worry about competing to the best of their abilities.

Now, as I arrive at a tournament with my students, I close my eyes and remember the past. I visualize the frantic search for a coach and the chaos amongst my teammates as we compete with one another to find coaches before the staging calls for our respective divisions. I open my eyes to the exact opposite scene. Lacking a coach hurt my ability to compete, but I am proud to know that no member of my dojang will have to face that problem again.

In the beginning, you might think this is another cliche sports essay about overcoming adversity. But instead, it becomes a unique statement and coming-of-age tale that reads as a suspenseful narrative. 

The author connects their experience with martial arts to larger themes in their life but manages to do so without riffing off of tried-and-true themes. Through statements like “I knew I couldn’t let them down. To quit would be to set them up to be barred from competing like I was” we learn about the students values and their desire to be there for those who depend on them. 

The student also brings it full circle, demonstrating their true transformation. By using the “Same, but Different” ending technique , the student places themself in the same environment that we saw in the intro, but experiences it differently due to their actions throughout the narrative. This is very compelling!

“1…2…3…4 pirouettes! New record!” My friends cheered as I landed my turns. Pleased with my progress, I gazed down at my worn-out pointe shoes. The sweltering blisters, numbing ice-baths, and draining late-night practices did not seem so bad after all. Next goal: five turns.

For as long as I can remember, ballet, in all its finesse and glamor, had kept me driven day to day. As a child, the lithe ballerinas, donning ethereal costumes as they floated across the stage, were my motivation. While others admired Messi and Adele, I idolized Carlos Acosta, principal dancer of the Royal Ballet. 

As I devoted more time and energy towards my craft, I became obsessed with improving my technique. I would stretch for hours after class, forcing my leg one inch higher in an effort to mirror the Dance Magazine cover girls. I injured my feet and ruined pair after pair of pointe shoes, turning on wood, cement, and even grass to improve my balance as I spun. At competitions, the dancers with the 180-degree leg extensions, endless turns, and soaring leaps—the ones who received “Bravos!” from the roaring audience—further pushed me to refine my skills and perfect my form. I believed that, with enough determination, I would one day attain their level of perfection. Reaching the quadruple-pirouette milestone only intensified my desire to accomplish even more. 

My efforts seemed to have come to fruition two summers ago when I was accepted to dance with Moscow’s Bolshoi Ballet at their renowned New York City summer intensive. I walked into my first session eager to learn from distinguished ballet masters and worldly dancers, already anticipating my improvement. Yet, as I danced alongside the accomplished ballerinas, I felt out of place. Despite their clean technique and professional training, they did not aim for glorious leg extensions or prodigious leaps. When they performed their turn combinations, most of them only executed two turns as I attempted four. 

“Dancers, double-pirouettes only.” 

Taken aback and confused, I wondered why our teacher expected so little from us. The other ballerinas seemed content, gracing the studio with their simple movements. 

As I grew closer with my Moscow roommates, I gradually learned that their training emphasized the history of the art form instead of stylistic tricks. Rather than show off their physical ability, their performances aimed to convey a story, one that embodied the rich culture of ballet and captured both the legacy of the dancers before them and their own artistry. As I observed my friends more intently in repertoire class, I felt the pain of the grief-stricken white swan from Swan Lake, the sass of the flirtatious Kitri from Don Quijote, and I gradually saw what I had overlooked before. My definition of talent had been molded by crowd-pleasing elements—whirring pirouettes, gravity-defying leaps, and mind-blowing leg extensions. This mindset slowly stripped me from the roots of my passion and my personal connection with ballet. 

With the Bolshoi, I learned to step back and explore the meaning behind each step and the people behind the scenes. Ballet carries history in its movements, from the societal values of the era to each choreographer’s unique flair. As I uncovered the messages behind each pirouette, kick, and jump, my appreciation for ballet grew beyond my obsession with raw athleticism and developed into a love for the art form’s emotive abilities in bridging the dancers with the audience. My journey as an artist has allowed me to see how technical execution is only the means to a greater understanding between dancer and spectator, between storyteller and listener. The elegance and complexity of ballet does not revolve around astonishing stunts but rather the evocative strength and artistry manifested in the dancer, in me. It is the combination of sentiments, history, tradition, and passion that has allowed ballet and its lessons of human connection to become my lifestyle both on and off stage.

This essay is about lessons. While the author is a dancer, this narrative isn’t really about ballet, per se — it’s about the author’s personal growth. It is purposefully reflective as the student shows a nice character arc that begins with an eager young ballerina and ends with a reflection on their past. The primary strength of this essay is the honesty and authenticity that the student approaches it with.

In the end, the student turns a cliche on its head as they embrace the idea of overcoming adversity and demonstrate how the adversity, in this case, was their own stereotypes about their art. It’s beautiful!

“Getting beat is one thing – it’s part of competing – but I want no part in losing.” Coach Rob Stark’s motto never fails to remind me of his encouragement on early-morning bus rides to track meets around the state. I’ve always appreciated the phrase, but an experience last June helped me understand its more profound, universal meaning.

Stark, as we affectionately call him, has coached track at my high school for 25 years. His care, dedication, and emphasis on developing good character has left an enduring impact on me and hundreds of other students. Not only did he help me discover my talent and love for running, but he also taught me the importance of commitment and discipline and to approach every endeavor with the passion and intensity that I bring to running. When I learned a neighboring high school had dedicated their track to a longtime coach, I felt that Stark deserved similar honors.

Our school district’s board of education indicated they would only dedicate our track to Stark if I could demonstrate that he was extraordinary. I took charge and mobilized my teammates to distribute petitions, reach out to alumni, and compile statistics on the many team and individual champions Stark had coached over the years. We received astounding support, collecting almost 3,000 signatures and pages of endorsements from across the community. With help from my teammates, I presented this evidence to the board.

They didn’t bite. 

Most members argued that dedicating the track was a low priority. Knowing that we had to act quickly to convince them of its importance, I called a team meeting where we drafted a rebuttal for the next board meeting. To my surprise, they chose me to deliver it. I was far from the best public speaker in the group, and I felt nervous about going before the unsympathetic board again. However, at that second meeting, I discovered that I enjoy articulating and arguing for something that I’m passionate about.

Public speaking resembles a cross country race. Walking to the starting line, you have to trust your training and quell your last minute doubts. When the gun fires, you can’t think too hard about anything; your performance has to be instinctual, natural, even relaxed. At the next board meeting, the podium was my starting line. As I walked up to it, familiar butterflies fluttered in my stomach. Instead of the track stretching out in front of me, I faced the vast audience of teachers, board members, and my teammates. I felt my adrenaline build, and reassured myself: I’ve put in the work, my argument is powerful and sound. As the board president told me to introduce myself, I heard, “runners set” in the back of my mind. She finished speaking, and Bang! The brief silence was the gunshot for me to begin. 

The next few minutes blurred together, but when the dust settled, I knew from the board members’ expressions and the audience’s thunderous approval that I had run quite a race. Unfortunately, it wasn’t enough; the board voted down our proposal. I was disappointed, but proud of myself, my team, and our collaboration off the track. We stood up for a cause we believed in, and I overcame my worries about being a leader. Although I discovered that changing the status quo through an elected body can be a painstakingly difficult process and requires perseverance, I learned that I enjoy the challenges this effort offers. Last month, one of the school board members joked that I had become a “regular” – I now often show up to meetings to advocate for a variety of causes, including better environmental practices in cafeterias and safer equipment for athletes.

Just as Stark taught me, I worked passionately to achieve my goal. I may have been beaten when I appealed to the board, but I certainly didn’t lose, and that would have made Stark proud.

This essay uses the idea of sports to explore a more profound topic—growing through relationships. They really embrace using sports as an avenue to tell the reader about a specific experience that changed the way they approach the world. 

The emphasis on relationships is why this essay works well and doesn’t fall into a cliche. The narrator grows not because of their experience with track but because of their relationship with their coach, who inspired them to evolve and become a leader.

Have a draft of your college essay? We’re here to help you polish it. Students can participate in a free Peer Review, or they can sign up for a paid review by CollegeVine’s experts. Sign up for your free CollegeVine account today to start improving your essay and your chances of acceptance!

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The College Application Process for Student-Athletes

The college application process for athletes can seem overwhelming. With so much to think about and accomplish—from putting together your athletic profile to attending events and making sure the right coaches see you play—it’s easy to forget the fact that you actually have to apply to college. If you’re not organized and miss important deadlines, there’s no real safety net. It’s up to you to manage your time wisely so you can sign on the dotted line and begin your college athletic career.

How does the college application process work?

Each college’s admissions process is different. In addition to the applicants’ academics, extracurriculars, application essays and recommendation letters, admissions counselors also need to consider the college’s unique factors like enrollment projections, student body diversity, faculty and recruitment goals.

The application goes through an evaluation process to eliminate applicants who have not met the minimum institutional requirements. Applications that move forward then go to the committee, where admissions counselors read applications and determine who gets accepted. 

Students who are clearly a good fit for the school will get accepted, but other applicants who need more review may go through several rounds of evaluation. College admissions officers want to know if you’re a well-rounded individual who can help the college reach its admissions and retention goals.

College application process steps 

There are seven main steps to the college application process for student-athletes.

• Register for and take the ACT or SAT
• Register with the NCAA Eligibility Center (for D1 and D2) and/or the NAIA Eligibility Center
• Fill out and send college applications
• Fill out and submit FAFSA paperwork
• Request your final amateurism certification
• Send your final proof of graduation to the Eligibility Center(s)
• Sign your acceptance letter

Download NCSA’s College Application Process Checklist >

ACT and SAT registration and test dates 

Student-athletes enrolling in a D1 or D2 college program are no longer required to take a standardized test to meet NCAA eligibility requirements. Eligibility will only be calculated based on  NCAA core course GPA  and the  core course requirements . However, many colleges still require ACT or SAT scores to be admitted and to be considered for academic scholarships.   

You can view 2023-24 ACT/SAT registration and test dates here . 

Insider tip : When it comes to studying for standardized tests, the more you learn about the tests, and the earlier you practice them, the better prepared you’ll be when test day comes. Learn test-taking strategies, time management skills and the types of questions frequently asked on the ACT and SAT with our partner,  Method Learning . 

Do recruited athletes have to apply to college?

If you have already been recruited, you may be wondering, do recruited athletes have to apply to college? The answer is yes. Recruited student-athletes must submit a college application to the school that recruited them. 

Some decide not to apply to a college until after they have taken an official campus visit . Others have already applied, been accepted and received a scholarship offer when they go on their official visit. Either way, it’s important to let the recruiting coach know once you’ve applied so they can be on the lookout for your application.

When do you apply for college?

The most popular time for students to apply to college is in the fall of their senior year of high school. Admissions experts say that, generally, a student should begin the application process by the start of their senior year of high school. Some colleges may have different deadlines, but most applications for regular fall admissions are due by January.

College application tips

By the time you’re ready to apply to college—usually the summer before your senior year—you should have your  target list of schools  narrowed down. You can apply to as many colleges as you’d like, but keep in mind that there are application fees involved and filling out the forms can be time-consuming. Every college has different deadlines for its admissions process, so make sure you have a method for organizing those important dates. A good practice is to create a spreadsheet or calendar to stay on top of the various timelines.

Insider tip : Student-athletes should consider using the Common Application , which allows you to send multiple schools the same application information at once. It’s a huge time-saver.

You have three application choices:

• Apply for an early decision
• Choose a rolling decision option
• Apply as part of the regular decision process

Each of these options has different deadlines. Most student-athletes decide to apply as part of the regular decision, so they have more time to make a final decision on the program they are most interested in or get their test scores up.

When are college applications due?

College applications for regular admission are due January 1. Some deadlines can vary based on the college or type of application. Early decision and early action applications are due November 1 and November 15.

College application deadlines

The table below lists the most common college application deadlines for various application options, such as early action and regular decision.

Are Ivy League or Top-50 colleges on your target list? CollegeAdvisor.com offers 1-on-1 guidance from admissions experts to strengthen your college applications and boost your chances of admission.

Early action vs. Early decision

Early action and early decision applications are important when applying to college. They can make it easier to get accepted early, but you need to plan ahead and know which college you want to go to. The big difference is that early decision means you have to go to that college if they accept you, while early action is more flexible and just gives you an early answer about your acceptance.

For more on the topic, check out this video featuring D3 Kalamazoo College swim coach Jay Daniels and former D1 and D3 swim coach Danny Koenig. 

Can you apply to multiple schools early action? 

Most schools allow you to apply early in one of two ways: early decision or early action. Since early action is non-binding, meaning you are not required to attend if you are accepted, you can apply to multiple schools from your target list. An advantage of early action over early decision is the opportunity to compare financial aid packages from those colleges to make the best decision for you. 

Should you apply early decision? 

Applying early decision can save you money, reduce stress, increase your chances of acceptance and provide more time for planning. It’s especially appealing for student-athletes who’ve found their ideal college athletically, academically, socially and financially.

Early decision may not be the right choice for you if:

• You’re unsure about the college/school
• You haven’t done enough research
• You need to improve your grades in the final semester

What’s the Common Application?

The Common Application (also known as the Common App) is a form that student-athletes fill out with general information like academic history, standardized test scores, extracurricular activities, and an essay, which can be sent to various participating colleges and universities. It allows students to apply to multiple colleges and universities simultaneously by filling out a single application. While the Common App is free to use, every college charges its own application processing fee.

How to write a college application essay

Since courses, grades, and standardized test scores are set factors in the application process, a student-athlete’s personal essay is an opening to tell their story, display their interests, talents and motivations. When writing a college essay, student-athletes want to write something that stands out from the large stacks of essays college admissions professionals read. 

The tips below will help student-athletes prepare and write an essay that might land them in their dream college.

• Choose the right essay topic. Since there are no restrictions, student-athletes should take their time choosing a topic they are passionate about—one which they can explore extensively. Ideally, they should pick a topic that highlights aspects about them that would make them a great addition to a team’s roster.
• Seek assistance. When writing their essay, student-athletes should work closely with their academic counselor. Together, they should review the application instructions for schools the student-athlete is applying to – at some schools, they may be able to submit a video instead of a written essay. Athletes should also consider working with a network of admissions professionals like College Advisor , which guides students through the admissions process, including robust essay writing support to maximize the student’s acceptance. 
• Be thorough. Avoid mistakes that will make it look like the athlete was careless when writing their essay. Be sure to follow guidelines provided for the length of the essay and read through the essay several times to catch errors. It’s also a good idea to have a parent and/or teacher read through your essay and provide feedback. 
• Be honest and use your voice. Genuine work is easily detected. An essay is an opportunity to differentiate the student-athlete from other applicants with similar test scores and GPAs, so it’s important to be original and authentic, rather than relying on generic or overused ideas.

Understanding the Free Application for Federal Student Aid (FAFSA®)

While a full-ride scholarship to the school of your dreams is what every student-athlete wants, the reality is that only 2 percent of high school athletes are awarded athletic scholarships, and an even smaller percentage of that receive full rides. And there are no athletic scholarships at the D3 school level. Luckily, all students are eligible for financial aid to supplement scholarship dollars .

To receive financial aid, students must complete the  Free Application for Federal Students (FAFSA®) .

If you miss the college or state deadline for FAFSAÒ, you are not likely to receive much financial aid, if any. If you miss the federal deadline, you’re out of luck for that year. However, you can submit for the following year. To learn more about the state and federal deadlines, you can visit our  financial aid guide for student-athletes .

NCAA Amateurism Certificate

Starting April 1 of your senior year, you must request your final amateurism certificate if you plan to play in a D1 or D2 institution in the fall.

If you’re enrolling in the Winter/Spring, you can request your final amateurism certificate starting October 1. To be eligible to compete and receive a scholarship with the NCAA, you have to meet certain requirements . You have likely already registered with the NCAA Eligibility Center during your junior year, but you must update the information in your senior year in order to become certified and cleared to play at the college level.

Final transcripts and proof of graduation

After you graduate high school, you must prove to the NCAA that you’ve done so. The best way is to have transcripts sent to the NCAA Eligibility Center with your graduation date included. If you can’t provide a transcript with the graduation date included, an administrator at your high school can sign a proof of graduation and fax it to the Eligibility Center.

Tell the coach when you’ve applied

One of the most common mistakes student-athletes make in the application process is not letting the coach know when they’re applying to the school. If an athlete applies and doesn’t get in, there’s nothing they—or the coach—can do about it. But if the coach knows that an athlete submitted their application, they may be able to flag it with the admissions office. Of course, an athlete’s test scores, GPA and application need to stand on their own, but coaches will want to know when top recruits have applied to their school.

If the athlete doesn’t have a relationship established with the coaching staff, they should still let them know when the application was submitted. It may remind the coach to take a second glance at the athlete’s recruiting profile and video. For many coaches, deciphering whether a recruit is seriously interested in their program or not can be a challenge, so communicating about your application to the college may give you a competitive edge over other recruits.

The role of college coaches in the admissions process

College coaches can serve as both an aid and a barrier in a recruit’s college admissions process. Below is a list of the main ways college coaches get involved:

• “Walk your application through”: College coaches usually have some sort of input on recruits being admitted, depending on the college, the sport and the influence of the coach in question. This process is often referred to as “walking your application through,” but even the most powerful coaches have a limited influence with admissions. In most cases, coaches are going to reserve this power for elite recruits. With that said, a college coach only has so much influence and recruits trying to get admitted to a strong academic school that don’t have the required grades would be a lot more difficult.
• Secure financial aid: Access to additional aid is important for many student-athletes, especially those playing in equivalency sports with smaller athletic scholarship budgets and Division 3 programs that don’t offer athletic scholarships. College coaches can coordinate with their college to line up financial assistance for recruits, including academic scholarships, need-based aid and other forms of financial help. 
• Dismiss unqualified recruits: If a college coach sees that an athlete may not meet the academic or athletic standards to gain admission on their own, then coaches may not even bother recruiting them. When building a list of prospective schools, athletes should have a good understanding of whether or not they meet the requirements to be admitted and if it’s realistic to add the school to their list.

Acceptance letter

Nothing is official until you receive an acceptance letter. And, even then, if you don’t formally accept, you haven’t made it quite yet. Each school has its own deadline for when you must accept, so make sure you note that when you receive your letter. If you don’t let them know you intend to come, they will offer your spot up to someone else. You’ve done all the hard work, so it’s time to make it official.

What if a coach recruits me after the application deadline?

Several coaches—especially at the D3 and NAIA levels—recruit student-athletes well into their senior year. Some student-athletes may find themselves in a position where the college coach is actively recruiting them, but the application deadline has passed. Fear not, there’s still a chance the coach may be able to override the deadline if their roster spots aren’t filled.

“Coaches would be calling you in the spring of your senior year knowing that they’ll more than likely be able to still get your application in, if you’re interested in their school,” says Julian Beckwith, Recruiting Coach at NCSA College Recruiting.

So, if an athlete is being recruited by a coach at a school they haven’t applied to, they should be up front and let them know. If the coach is genuinely interested in the athlete, they may be able to still get the athlete’s application in.

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College Admissions

Are you hoping to be a college athlete, either as a recruit , walk on, or just as someone who is particularly talented at a sport and thinks that'll be what makes you stand out to colleges? If athletics has dominated your high school years, you may be wondering how you can translate that skill and dedication towards a strong college application. That's where we come in! I n this in-depth guide on how to get into college as an athlete, we'll explain how you can create a strong athletic "spike" that'll showcase your athletic abilities, impress college admissions teams, and show that you're a top-notch applicant who they want at their school.

What Do Colleges Look for in Applicants?

There are lots of misconceptions around what it takes to get into college, especially as an athlete. Some people think your grades don't matter if you're hoping to be a recruited athlete, some think your sports don't matter to colleges if you're not a recruit, and some don't fully understand the difference in college admissions between a recruited athlete and a high school student who is simply very committed to their sport. Many people think you need to excel in a lot of areas in order to show schools that you have a lot of different skills. However, for many top programs, being well-rounded can actually put you at a disadvantage. 

What the most competitive schools want to see is that you're highly-skilled in a specific area. So, instead of being pretty good in all your classes, being in a club or two, playing a sport at perhaps a JV level, doing some volunteer work, competing in some sports tournaments, etc. you'll be a much stronger art candidate if you can clearly show your talent for athletics. Having a strong focus in a single area is what we call a "spike." We go into spikes more in this article , but, basically, a spike is where you focus your talents in one area so that you become exceptional in it, rather than be "pretty good" in a bunch of different areas.

So, if your spike is athletics, you want as many parts of your application to relate back to your sport as possible. Why is the spike approach better? Think about some famous athletes. How well did Michael Phelps do on his SAT? Did Serena Williams play an instrument in her high school marching band? What grade did Tom Brady get in Algebra II? You don't know, right? That's because you and everyone else are primarily concerned with how well these athletes compete . If they're winning games, it doesn't matter if they weren't in the National Honor Society, you'll still love them, and if they're losing, knowing they completed a lot of high school volunteer hours won't ease the sting.

If you're trying to get into college as an athlete, schools are primarily interested in your athletic abilities. You still need to prove you can handle college-level coursework, but schools won't care about "filler" activities like a couple hours helping out at an animal shelter, a passing interest in guitar playing, or being treasurer of your school's finance club. They want to see a strong athletic spike.

What constitutes an athletic spike? If you're being considered for recruitment, or if you're ranked at least at the state level, that's enough for the start of a strong spike. If you're not ranked but are team captain and heavily involved in the sport, that also has the potential to be an athletic spike. We discuss both options more throughout the article.

How Can You Impress Colleges as an Athlete?

Below, we break down how to make each key part of your athletic spike as strong as possible throughout your application. We go over:

Test Scores

Extracurriculars, personal statements.

• Letter of Recommendation

For each, we give concrete goals to aim for, as well as general qualities your application should have throughout. In general, remember that you want your athletic talents to be most prominent, but you don't want to slack in other areas to make schools doubt you can handle college classes.

Even if you're a star athlete, you'll struggle to get admitted into colleges if schools don't think you'd pass their classes. This means you need to take your high school classes seriously and do well enough in them to show you can handle college-level material.

We recommend choosing a subject area to focus on, such as science or history. Ideally, this focus will tie into your future career (so if you want to study medicine, you'd focus on science, or if you wanted to go into journalism, you'd focus on English classes), but if you don't know what you want to study, choose your focus based on the classes that interest you most/that you do best in. Your academic focus should be where you take the most challenging classes (including honors and AP), and, ideally, where your grades are highest. Think of it as a mini academic spike in addition to your athletic spike.

So, if your spike is in science, you'd want to take math and science classes at a more challenging level and aim for the highest grades in those classes. That doesn't mean you can slack off on your classes in other subject areas, but you don't need to take them at as advanced a level if it would be too much for your schedule. Athletes often have limited time after school, and having this academic focus can help you prioritize that time instead of trying to cram in a bunch of difficult classes which could impact your athletics if you're too tired/stressed.

For all your classes, we recommend taking the most difficult level of a class you can while still getting a "B" or higher in the class. So taking AP Physics isn't worth it if you think you'd get a C or D in the class; it's better to take it at the honors or regular level in that case. Again, if you're struggling to know which honors or AP classes to take, choose those in your academic focus first.

As to the GPA you should aim for, it depends on the schools you're applying to. If you're planning on being a recruited athlete, you should aim for just below a school's median GPA for admitted students. So, if you're applying to a school with an average weighted GPA of 3.5, you'd want your own GPA to be about a 2.8. You can multiply the school median by 0.8 to get a GPA to aim for.

If you're not a recruited athlete, you'll want to aim for at least the average GPA for admitted students, and ideally the 75th percentile. So, for example, if you're applying to Purdue University , the 75th percentile of weighted GPA for admitted students is a 3.9. That's a great goal to aim for. If you're concerned about your GPA, check out our guide on raising your high school GPA .

Some people think that recruited athletes don't need to worry about test scores, but, just as with classes, you need to prove to schools that you'll do well as a student there. If you are aiming to be recruited and/or have otherwise very impressive sports credentials, you can aim a little lower than other applicants. For example, if you're applying to a school with a median SAT of 1540, achieving a 1500 will put you in a great spot.

If you're planning on being an NCAA athlete, it's also important, for both your GPA and your test scores, that you meet NCAA SAT score or ACT score requirements .

If you're not aiming to be a recruited athlete, and you don't have a national or international ranking in your sport, you'll have the same SAT score goals as other applicants. Read our guides to setting SAT and ACT goal scores to come up with more precise score estimates. We recommend aiming for the 75th percentile for admitted students. So, for example, if you want to attend Purdue University , their 75th percentiles are a 1420 for the SAT and a 33 for the ACT. You'd set one of those as your goal (depending on which test you're taking) to aim for. Of course plenty of students are admitted with lower test scores than that (a full half of the freshman class, actually), but it's a good goal to have to give you the best chance of being admitted.

If you're concerned about your test scores, know that it's possible to make a significant jump in your score if you study. Check out our guides on raising your SAT or ACT scores for more information.

This is where you get to discuss your sport! Extracurriculars is the area that really allows applicants to stand out from the pack, and this is especially true for students with athletic spikes. When adding your sport(s) to your application, here are some tips:

• Include any awards/titles you've won.
• This is often what can help you stand out, especially if you're ranked at a state level or above. This can also include stats you're particularly proud of.
• Include the number of hours you commit to the sport per week. 
• This includes anything related to the sport like training. Your sport likely takes up quite a bit of your time, so be sure colleges see the time and effort you're dedicating to it. It'll show you have a real passion for the sport and aren't afraid of hard work.
• Include any leadership roles or responsibilities.
• Colleges love to see leadership experience. If you were team captain, organized a new training schedule, began a mentoring program for new athletes, etc. be sure to include it! Anything where you took charge is fair game.
• Include any camps or intensive programs you participated in.
• Mention the hours you spent at these as well. These are another way to show you're committed to your sport and have the ability to stick with something.

Non-Sport Extracurriculars

A common pitfall students fall into is thinking they need to show a diverse and broad array of extracurriculars. Don't fall for this! Remember, your goal is to make your athletic spike as strong as possible, so you'll want to concentrate most of your time and energy on your sport (which is probably what you want to do, anyway).

For extracurriculars, you should focus on staying on top of your sport and your schoolwork first. Only once you feel comfortable managing both those things should you consider taking on additional extracurriculars. Bulking out your extracurriculars with a bunch of half-hearted activities won't impress colleges, so save yourself the time! If you can manage it, add one or two activities that you truly enjoy and that don't overload your schedule. These can be anything: clubs, volunteering, a musical instrument, a job, etc. 

You aren't required to write about sports for your personal statement(s) , but we highly recommend it as a way to continue to strengthen your spike. Your personal statement also gives you space to discuss how you got into sports/what sports mean to you/what your goals as an athlete are/etc. It's a level of depth that other parts of the college application don't allow. This is your chance for schools to really understand what makes you tick as an athlete.

Some essay prompts are easy to tie into sports, others less so. It's fine (and even advisable) to discuss something other than sports, but you should aim to at least mention your athletics somewhere in your personal statements. Here are some ways to do this using common essay prompts:

Why do you want to attend this school? For this prompt, you can mention the school's athletic program, but also be sure to discuss specific academic offerings the school has to show you'll take your education seriously. You can also add reasons like your favorite athlete went there, you cheered for the school as a kid, etc. Also discuss how attending the school will help you achieve your goals as an athlete to show you're looking towards the future.

Describe a problem you've solved: Overcoming an injury, working things out with a teammate or coach you didn't agree with, discovering a better way to practice or train, figuring out a way to practice without a lot of money/equipment, etc.

Discuss an accomplishment you're proud of: Winning a sports competition, meeting an athletic goal you set for yourself, mentoring other athletes, building up your teammates after a tough loss, etc.

• Describe a favorite childhood memory . The first time you played the sport, the first time you watched a sports competition, meeting a sports idol, the first time you won a competition, learning to play the sport with friends/parents/mentors, etc.

Letters of Recommendation

If the schools you're applying to require letters of recommendation, follow any rules they have about who can write them. They often must be written by a high school teacher, and some schools have specifications on the subject the teacher must have taught you (for example, you may need one letter from a math/science teacher and one letter from an English/history teacher).

However, that means your coach, possibly the person who knows your personality and talents best, may not be one of your official letter writers. If that's the case, it may be possible to send an additional letter of rec they're written; lots of schools allow these "extra" letters written by someone who isn't necessarily your teacher but still knows you well. If this is a possibility, you should definitely take advantage of it, as having a written record of all the positive things your coach thinks of you can add a nice boost to your athletic spike.

For all your letters of recommendation, when you ask someone to write you a letter (which you should always do in person, when possible), it's very helpful if you include a "brag sheet" or list of accomplishments/qualities you're proud of. This both helps the teacher know what to write and helps you make sure your best achievements have a better chance of being discussed. For a coach teacher writing a letter of rec, there may be specific awards or skills you want them to mention. 

For other teachers, they'll obviously discuss other things besides your athletic ability. That's fine, as you also want to show schools that you will be a solid student and do well in your classes. Potential things for them to discuss include your strong work ethic, skill in a particular subject area, willingness to help other students, etc. Remember, you can't control what teachers will write about in your letters, but by offering suggestions and potentially discussing what they'll include, you can make sure they're writing a letter they feel comfortable with and that highlights the accomplishments you want.

What Do Good Examples of Athletic Spikes Look Like?

Below are two hypothetical examples of high school seniors with athletic spikes. They've both been accepted into the same school, a Tier 2 school where the average accepted student has a weighted GPA of 3.75, average SAT of 1300 or average ACT of 28. The school has an acceptance rate of 55%. These are all hypothetical examples, but they can give you a better understanding of the goals you should set for yourself, whether you're aiming to be a recruited athlete or not.

Profile 1: Michael the Recruited Athlete

Extracurriculars: Michael has played basketball since elementary school, and he has been on his high school's varsity team since freshman year. Michael has set a new school record, helped his team win multiple tournaments, and was named All American. He got a lot of attention from recruiters and could have played basketball at several schools. Additionally, he volunteers at an animal shelter during the off-season and is a member of his school's outdoor club.

Grades: Michael has taken advanced classes in math, economics, and science. He doesn't enjoy history or English classes as much, and takes them at the regular level. He's gotten a mix of mostly As and Bs, with a few Cs. His weighted GPA is 3.2. 

Test Scores: Michael took the SAT, and he earned a 630 in Math, and 560 in EBRW. He's received a 3 and a 4 in his AP scores, and he's taking two more AP classes his senior year.

Personal Statement: For his personal statement on why he's interested in the school, he discusses both a favorite childhood memory of watching the school's football team make an incredible comeback at a game he attended with his parents. Since then, he's been an ardent fan. He also discusses his career hopes of going into economics, and he discusses professors and classes he's particularly interested in.

Letters of Rec: The two teachers who write Michael's letters praise him as a friendly, positive influence who is a great team player on group projects and sees tricky subjects as a challenge to overcome. They both agree Michael works well with other students, has a sincere interest in learning, and is a genuinely nice person.

Michael's profile shows how being a recruited athlete can impact the test scores and grades you need to be accepted into a school. Both his GPA and his SAT scores are below the school's average, but they're within the 80% cutoff we recommended, so the school is still confident he can manage his course load. As you can see in his extracurriculars, basketball takes up most of Michael's time, and he doesn't participate in many other activities. This is fine since Michael is such a strong basketball recruit. Positive letters of rec and a forward-looking personal statement round out his application.

Profile 2: Kyle the Football Captain

Extracurriculars: Kyle has played football since middle school. He was on his high school's JV team his freshman and sophomore year, made the varsity team his junior year, and became team captain his senior year. He's a talented football player, but not at the level of being a recruited player. As a junior, Kyle created a mentorship program where upperclassman athletes are paired with an underclassman athlete to show them the ropes, help them form friendships, and act as a positive influence. The mentorship program was a success and has now expanded to the basketball and soccer teams. Kyle was fundamental in getting it started and spends a lot of time working with others to make sure it keeps growing and improving. Over the summers, Kyle works as a lifeguard, and during the school year he is also involved in his school's photography clubs and future medical professionals club. Both meet about once a month.

Grades: Kyle wants to go into kinesiology or physical therapy, so he's taken a lot of math and science classes, including some at the honors and AP level. He takes his English and social science classes mostly at the regular level, but does well in them. His weighted GPA is 3.86.

Test Scores: Kyle took the ACT and earned a 30. He's taken three AP classes and earned two 5s and a 4. He's taking three more AP classes his senior year. 

Personal Statement: Kyle's personal statement is about a challenge he has overcome. He discusses how difficult it was to start at a new school where he didn't know anyone and how lonely it was in the beginning. After making his high school's football team, he meets many of his closest friends and learns how sports can bring people together. He then discusses how he developed his mentorship program to help other new athletes find their community. He mentions that he's seen the college has a similar program for new freshmen, and he's excited to get involved with it.

Letters of Rec: Kyle's AP biology teacher writes his letter of recommendation. In it, she discusses how Kyle is a strong student who clearly makes an effort to do well in class. She also recounts an instance where Kyle helped a student who had missed a lot of class due to illness catch up on the work he needed. This reinforced the teacher's view of Kyle as a compassionate person who looks out for others who might be struggling. Kyle's football coach also writes a supplemental letter of recommendation where he describes watching Kyle evolve from a shy freshman to a team leader who looks out for all the other players on the team. He mentions specific instances of Kyle helping other players out and improving team morale.

Kyle isn't a recruited athlete, but he still has a strong athletic spike that got him accepted into this school. His grades and test scores are above the school's average, so he's strong on the academic front. He's a good football player and captain of his varsity team, so it's fine he doesn't have a ton of other extracurriculars. A great way Kyle has stood out is through his mentorship program. He's combined his love of sports with desire to help people, and, as a result, has strengthened his athletic spike without winning state championships or other similar-level honors. From his personal statement and letters of rec, he seems to be a very caring person with strong leadership qualities, which colleges love to see. It gets him admitted even though he's not a superstar football player.

What's Next?

Got more questions about the college recruiting process? Take a look at our in-depth guide to college athletic recruiting to learn even more about what the process entails.

Curious about the NCAA?  Read about the differences between the different NCAA divisions , and get the full lists of NCAA Division I , Division II , and Division III schools .

Know any artists hoping to use their art as their college spike? Check out our complete guide on how to get into college as an artist.

Christine graduated from Michigan State University with degrees in Environmental Biology and Geography and received her Master's from Duke University. In high school she scored in the 99th percentile on the SAT and was named a National Merit Finalist. She has taught English and biology in several countries.

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How to Write a Sports-Related Admissions Essay

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Ncsa: tips for your college personal essay, share this article.

USA TODAY High School Sports has a weekly column on the college recruiting process. Here, you’ll find practical tips and real-world advice on becoming a better recruit to maximize your opportunities and play at the college level. Joe is a former college athlete and coach at the NAIA level, where he earned an NAIA National Championship. Joe is just one of many former college and professional players, college coaches and parents who are part of the  Next College Student Athlete team. Their knowledge, experience and dedication, along with NCSA’s history of digital innovation and long-standing relationship with the college coaching community, have made NCSA the largest and most successful athletic recruiting network in the country.

Admission into college can be an overwhelming process, particularly when it comes to writing your first personal essay. As a student-athlete, in addition to developing your sport skills, you should start thinking about your academic eligibility when you begin freshman year to ensure that you’re eligible for the schools on your target list. No matter your athletic skills, college coaches usually won’t recruit students who they believe aren’t qualified academically for their schools.

Academic Eligibility Requirements for Student-Athletes

Since your courses, grades, and standardized test scores are set factors in your application process, you may want to view your personal essay as an opening to tell your story, display your interests, talents and motivations. The tips below will help you prepare and write an essay that might land you in your dream college.

• Choose the right essay topic. Since there are no restrictions, take your time to choose a topic you are passionate about—one which you can explore extensively. Ideally, pick a topic that highlights aspects about yourself that make you a great addition to a team’s roster.
• Be concise. Be sure to follow guidelines provided for the length of the essay.
• Be honest and use your voice. Genuine work is easily detected. Your essay is an opportunity to differentiate yourself from other applicants with similar tests scores and GPAs, so it’s important to be original and authentic, rather than relying on generic or overused ideas.
• Avoid grammatical errors and weak sentence structures. An essay filled with misspellings, poorly placed words and irrelevant clauses will stand out for the wrong reasons. The admissions board might perceive you as careless.

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Write an essay that shows your character

NCSA’s 2019 State of Recruiting report examined major themes in college athletic recruiting based on results of a national survey to student-athletes, parents, club coaches, high school coaches, and college coaches.

One of the survey’s key findings was that college coaches value a recruit’s character more than athletic ability. While colleges typically only reach out to student-athletes who meet their athletic standards, coaches want to make sure they clear the character test before making an offer. By using your personal essay to showcase your character (things like leadership, values, work ethic, overcoming adversity, respect, and honesty), you can set yourself apart from other potential recruits.

While college coaches aren’t directly involved in the overall college admissions process, writing your personal essay with the coach perspective in mind can be great practice for thinking about and learning how to express your best qualities, and that can help boost your confidence in conversations with coaches.

2019 NCSA State of Recruiting Report

Keep in mind to work closely with your college counselor. Should you decide to tell a sports story in your college essay, let it be something powerful to grab the attention of the college’s admissions committee. Writing an impressive essay won’t occur overnight. Therefore, you might need to write several college essay drafts until you finally craft the message that best represents you as a potential student-athlete. Closely review the application instructions for schools you’ll apply to – at some schools, you may be able to submit a video instead of a written essay.

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Home — Essay Samples — Psychology — Motivation — Life as a Student-Athlete

Life as a Student-athlete

• Categories: Motivation Student Athletes

About this sample

Words: 528 |

Updated: 5 December, 2023

Words: 528 | Page: 1 | 3 min read

Works Cited

• Coakley, J. J. (2018). Sports in Society: Issues and Controversies (12th ed.). McGraw-Hill Education.
• Dweck, C. S. (2006). Mindset: The New Psychology of Success. Ballantine Books.
• Elliot, A. J., & Dweck, C. S. (Eds.). (2005). Handbook of Competence and Motivation. The Guilford Press.
• Faull, A., Cropley, B., & Gorman, A. (2015). Managing Stress in Academic Life: Personal, Social and Institutional Resources. Palgrave Macmillan.
• Gould, D., & Weinberg, R. (2013). Foundations of Sport and Exercise Psychology (6th ed.). Human Kinetics.
• Harwood, C., Keegan, R., & Smith, J. (2015). Sport Psychology: Theory, Applications and Issues. Wiley-Blackwell.
• Mageau, G. A., & Vallerand, R. J. (2003). The Coach-Athlete Relationship: A Motivational Model. Journal of Sports Sciences, 21(11), 883-904.
• Orlick, T., & Partington, J. (1988). Mental Links to Excellence. Sports Dynamics.
• Papageorgiou, A., & Goudas, M. (2011). The Coach-Athlete Relationship in Youth Sport: Coach and Parent Perceptions. Journal of Applied Sport Psychology, 23(2), 213-227.
• Weinberg, R. S., & Gould, D. (2018). Foundations of Sport and Exercise Psychology (7th ed.). Human Kinetics.

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I am a Student-athlete

In this personal narrative, the writer will share their experiences and challenges as a student-athlete. The piece will discuss balancing academic responsibilities with the demands of athletic training and competition. It will reflect on the skills developed through this dual role, such as time management, discipline, and teamwork. The narrative will also explore the impact of being a student-athlete on personal identity, social life, and future aspirations. It aims to provide insight into the unique experiences and lessons learned from juggling the roles of student and athlete. PapersOwl showcases more free essays that are examples of Learning.

How it works

 As far back as I can remember, sports have been a part of my life. Anytime I kicked a soccer ball, bounced a basketball, or swung a bat I found happiness and joy. My introduction to sports and athletics changed me for the better. Some people have little regard for sports and athletics. They ignore how difficult it is to participate in sports activities, or what that sport may offer a person. Regardless of what anyone else thinks, being a student-athlete has made me the person I am today, a person that I am really proud of.

Being an athlete taught me about hard work and dedication. I’ve learned that to be good at what you do, you can’t just sit around and expect things to always go your way. I was never blessed with physical gifts, but I did put in extra work to make the team and be the best player I could be. In order to be a starter at my school, you had to earn it. This is in fact my team’s motto “always earned, never given”. Being an athlete required me to practice constantly, give 100 percent effort, and do extra training like going to the gym even when I didn’t feel like it.

Skills aren’t something you just inherit. The phrase “Practice makes perfect” is reality. If I wanted to be the guy playing at a critical part of a close game, I had to prove that I was willing to work hard and be dedicated in practicing my position. Being a student-athlete introduced me to teamwork. I’ve learned the importance of playing well with others. When I work on group projects in school, and when I’ve interviewed for jobs, one of the basic questions I’ve been asked is if I work well with others. In football and track, the concept of teamwork is instilled into you daily. Every member of the team serves a particular role, whether it be catching the ball or sprinting a certain section of the track.

As a member of the team, I’ve learned that I am part of something bigger. It’s not just about me and my needs. In order for me to be successful and for the team to be successful, teamwork is necessary to achieve a common purpose or goal. Being a student-athlete also taught me perseverance. Sometimes you train really hard, practice many hours, and it is still not enough. Even though I would work hard in practice, other players would start ahead of me. It got so difficult for me to deal with that I considered quitting sports altogether because my situation didn’t seem fair.

Fortunately, I was able to see beyond my lack of playing time and continue on. I didn’t take these slights personally. Situations like this helped build my character. I’ve learned to not get frustrated with my lack of participation and deal with challenges as they come. My parents would often tell me luck favors the prepared. Opportunities don’t always come when you expect them. Being a student-athlete also taught me balance. In my sports not only did I have to worry about practices or games, I also had to complete school assignments. If I didn’t meet the minimum grade in a class, I wasn’t allowed to participate in sporting events. I had to be in good standing for academics and athletics.

The most difficult part of being a student-athlete is having the dedication to balancing school work and practice. I learned first-hand that student-athletes have to work harder than most. It can be overwhelming for some. Balancing school, sports, and my social life weren’t easy. Overall, being an athlete taught me how to be a person with character. Hard work, balance, perseverance, and teamwork are just a few of the characteristics that made me a man that I’m proud to be. Participating in sports while being a student takes knowledge, patience, and most of all, heart. Being a student-athlete taught me how to love something that makes me a better person. It allowed me to participate in something that lifts my spirits and gives me as much as put into it. I am grateful that I was given the opportunity to participate in sports which have made me the individual I am today.

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College Athletics: Failing to Achieve Its Full Potential Essay

College athletics, works cited.

Academic performance of college athletes is dropping at an alarming rate. In fact, surveys from most universities that offer athletics scholarship have found that both female and male counterparts are guilty of either intentionally underperforming or ignoring basic concepts that would improve their grades.

This has raised debate among theorists as well as teachers. It is quite disappointing that students secure admissions in top colleges like Ohio, Michigan and North Carolina, among others, yet they put little effort to reflect their admission into these institutions. Some of the questions that have risen due to these happenings include considerations on whether students should be paid for their services as athletes or be given ultimatums on goals to be reached academically in order to continue with scholarship.

Moreover, questions have been raised on whether the program has been successful in achieving objectives of college or university education. Several theorists have come up with ideas of the best course to be taken with some suggesting elimination of the program in favor of intellectual and service (altruistic) education.

In essence, college athletics has failed to achieve some of its major goals, in the process, prompting a review on its course. Consequently, college athletics should be eliminated in favor of intellectual and service education. This paper will explore college athletics, its achievements and reasons why it has failed to achieve its full potentials (Glenn 656-677).

Sport is an integral part of college education. This is mainly because it produces some of the best athletes in the world. This starts at the lower levels of education like high schools and junior schools. These talents need nurturing in every step of the child. It is in this sense that college and universities offer scholarships to talented athletes in order to continue with development of their talents.

Colleges and universities undergo extensive selection processes to determine possible candidates for scholarship. In fact, they end up giving scholarships to best of the best. In their consideration, education and academic achievements in high schools becomes paramount. However, after admission, it is quite disappointing that a good number of students underachieve, when it comes to academics.

In fact, even students known to perform well in exams are seen to flop with time. To make matters worse, they are also more likely to cause disturbances in universities/colleges than the rest of students. This is quite astonishing given the fact that these scholarships can be revoked, yet for some reasons they are rarely threatened (Glenn 656-677).

On the other hand, lobbyists are working on plans to integrate pay for these athletes. This has also raised concerns and is believed to cause jitters in academic forums as universities stand less chance of affording these lump sum pays. In essence, the process is losing its initial taste and meaning.

Cartoons that have been designed are mainly aimed at stressing these facts. For instance, cartoon below stresses the fact that athletes are overworked without pay. This is highly hysterical given that colleges and universities are centers for development and not career centers for athletes. College athletics is therefore full of debates that will take decades, if not centuries to resolve (Branch 1).

The following cartoon emphasizes the need for reforms at NCAA (National Collegiate Athletes Association). It claims that rewards given to athletes through scholarships and allowances, among others, do not constitute a good fraction of what they bring to the institutions annually.

In essence, they believe that NCAA infringe on athletes’ right to payment of their performances. This has raised issues with lobbyists trying to cut out a deal for players. On the other hand, universities are finding it difficult to explain their roles in development of athletes with respect to education.

It has been found that most universities rely too much on athleticism of prospective students than their academic ability. This raises concerns on the rational of such universities. The cartoons cries foul on NCAA and universities, which receive lump sum of money in deals and endorsement from companies while they get nothing (Ruby 1).

Fig. 1. Cartoon.

Source: doninmass.com

Considering students for pay due to their deals and endorsements is a very sensitive matter. This is because there are other students in those colleges who strive to excel in academics. Rewarding students for sporting activities would discourage other students from taking the right initiatives.

Moreover, it would lead to inequality, which already exists due to preference of athletes to others. It is important to note that other disciplines have increasingly been neglected for sports. This is mainly because of the revenue sports generate in schools. To this point, another question arises on whether focus should be place on revenue generated by sports or on developing talents and academic qualifications.

Generally, universities are found to be inclined on one side. This makes it difficult to predict the future of such Universities and colleges in terms of academic viability. This is mainly attributed to their emphasis on athletics, which compromises on the universities’ mission and objectives of achieving excellence in academics for betterment of society (Glenn 656-677).

Is college athletics a rational focus for college or university?

From the discussion above, it is necessary to establish the rational focus of colleges or universities. For instance, there is reason beyond doubt that universities and colleges receive huge lump sums from sports. This can be attested to in the case study by Penn State University, which is said to have earned over 96.1 million dollars in revenue from sports. It has also been established that universities tend to favor athletes when it comes to national selection.

Another point of concern is the fact that some colleges have been found guilty of giving students illegal payments, which makes them better than the rest. Other evidences that have been raised include the fact that athletes tend to flop in academic results as they progress. This may be attributed to amount of time they actually put into books, although it is increasingly agreeable that they neglect studies. Another issue of great concern is the discipline associated with athletes.

Surveys in universities and colleges have shown that higher levels of indiscipline in athletes as compared to other students. Moreover, they gain opportunities in their choice of courses more easily than the rest of students. Going by the evidence shown, Colleges and universities are paying more attention to sports than other academic programs, which are more central to its achievement of objectives than athletics.

This is affecting progress of such universities with issues of corruption taking center stage. Clearly, a step towards this direction is misleading and irrational. In essence, athletics is not a rational focus for universities or colleges (Adler 401-417).

Why should not higher education eliminate athletic programs in favor of intellectual and service (altruistic) education?

As has been shown above, athletics generates revenues to universities or colleges. This has influenced their inclination towards sports. University selections are marred by scrambles for athletes rather than academic prospects. In fact, even though NCAA has introduced tough measures on academic achievements of such students, it remains to be seen what actions universities take to follow them.

Several pointers to negligence by athletes have been cited as the reason for underperforming, although some theorists argue that this is due to limited time they have with books. Several suggestions have been brought forward to help improve this situation.

They include possibility of extending athletes’ course by two years, introducing degree courses in various categories of sports and rewarding them for their contribution in revenues, among others. Clearly, the world sees fault in the current system. Consequently, it would be wise if education systems eliminate athletics programs in favor of intellectual and altruistic education (Infante 1).

College athletics has brought about a series of debates on its viability concerning college or university objectives. However, both parties concur that steps should be made to improve impact of college athletics. For instance, it has been noted that athletes perform poorly as compared to other students. Moreover, their focus is usually not in education, instead it is in their professional progress in athletics.

This has raised concern as to the future of academics in these institutions. Moreover, renewed debate on rewarding athletes is highly likely to demise importance of academics among students. Clearly, education systems should eliminate athletics programs in favor of intellectual and altruistic education. In essence, reforms are required in this sector in order to redefine its objectives (Bragley 1).

Adler, Patricia. “Intense Loyalty in Organizations: A Case Study of College Athletics.” Administrative Science Quarterly , Vol. 33, No. 3 (1988), pp. 401-417.

Bragley, Pat. “College Athletics Cartoon / September 7, 2011”. doninmass.com . DIM, 2011. Web.

Branch, Taylor. “ The Shame of College Sports ”. theatlantic.com . The Atlantic, 2011. Web.

Glenn, Cheryl. Making Sense: A Real-World Rhetorical Reader . New York, NY: Bedford Books, 2010. Print.

Infante, John. “DIII SAAC supports Management Council text messaging proposal”. ncaa.org . NCAA, 2011. Web.

Ruby, Patrick. “ Should College Athletes Get Paid? Ending the Debate, Once and for All ”. theatlantic.com . The Atlantic, 2011. Web.

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Should College Athletes Be Paid Essay: Useful Arguments and Sources

Did you know that college sports generate billions of dollars in revenue each year? Yet, the athletes who dedicate countless hours to their craft often receive no financial compensation for their efforts. This has sparked a heated debate on whether college athletes should be paid for their contributions to their respective sports programs. Writing a Should College Athletes Be Paid essay is a good way to delve into the controversial topic and explore the various arguments surrounding this issue.

Arguments in Favor of Paying College Athletes

Here are three most compelling arguments to support the idea of paying for playing:

• The time commitment and sacrifices made by athletes . College athletes dedicate countless hours to their sport, often sacrificing their personal lives and academic pursuits. They endure grueling training sessions, travel extensively for competitions, and face immense pressure to perform at their best. These commitments can significantly impact their ability to excel academically and enjoy a well-rounded college experience.
• The financial benefits colleges and universities reap from athletics. Colleges and universities generate substantial revenue from their athletic programs. Ticket sales, merchandise, and television contracts contribute to the financial success of these institutions. Without the talent and hard work of the athletes, the financial gains enjoyed by colleges and universities would not be possible.
• The potential for exploitation and unfair treatment of athletes. College athletes may be required to sign contracts that limit their rights and control their image, preventing them from profiting from their own success. Additionally, the intense physical demands can lead to injuries that may have long-term consequences, without adequate compensation or support.

Other arguments to support this idea is a strong public support and the fact that colleges get not only financial benefits, but also use sports to attract non-athlete students and donors.

Counter Arguments Against Paying College Athletes

Below are the counterarguments against paying college athletes, which can be useful for writing your essay:

• The value of a college education and scholarships. First, the value of a college education and scholarships is a crucial point to consider. Many argue that the opportunity to receive a free education and valuable scholarships is already a form of compensation for athletes.
• The potential impact on college athletes’ motivation to study . If college athletes are approached as employees who are paid to play, their academic obligations may be taken less seriously.
• The potential financial strain on smaller athletic programs . These programs often operate on limited budgets and rely heavily on revenue generated by larger sports programs. Introducing payment for athletes would require additional funds to be allocated towards compensating these individuals, which could result in reduced resources for other aspects of the athletic program.

Alternative Solutions and Compromises

An interesting angle for a Should College Students Be Paid essay is to refuse from YES/NO stances and suggest alternative policies that will account for the associated shortcomings and risks. Four potential solutions that been discussed as a good alternative, and some of these have already been implemented:

• Allowing athletes to profit from their name, image, and likeness (the right eventually granted to college athletes in 2021 );
• Enhanced scholarship opportunities for athletes, including improved healthcare, academic support, and career development programs (In the same year of 2021, NCAA was prohibited to limit education-related compensation that colleges offer athletes, including computers and internships)
• Implementing revenue-sharing models that will distribute a portion of the profits generated by college sports programs to student-athletes;
• Establishing trust funds to provide financial support to athletes after their college careers, ensuring long-term benefits.

This alternative approach acknowledges the dedication and hard work of athletes and enables profit-generating opportunities, while maintaining the distinction between amateur and professional sports.

How to Write a Should College Athletes Be Paid Essay

Here is how to write a good essay on the topic Should College Athletes Be Paid step by step:

1. Find Credible Sources and Know Your Stance

Look for credible sources discussing pros and cons of paying college athletes and/or presenting other relevant facts to decide what your personal attitude to the topic is and have quality sources that will help you support your argument.

Here are some great sources to start with:

Why The Public Strongly Supports Paying College Athletes

Britannica: Pro and Con: Paying College Athletes

At Risk: Are Unpaid College Athletes Exploited While Others Reap Millions?

College athletes are unpaid. What if injury ruins their chance of turning pro?

Google Scholar database search for the latest studies related to the topic

2. Write an Introduction

Write an engaging essay introduction paragraph . It is good to start with background information about the NCAA and its regulations and the financial landscape of college sports. You appeal to readers’ emotions and thus make your essay more persuasive by starting an essay with a personal story of a sportsman.

Mind that you’ll need to use a different story, depending on what side you’re on. If you suggest that college students should be paid, look for the stories of injuries that didn’t let a promising college athlete excel in sports and get a well-deserved revenue after graduating from the college. If your main argument is that the opportunity to receive a free education and valuable scholarships is already a good form of compensation, tell a story of an athlete from a low-income background who received a good education thanks to achievements in sports but chose not to pursue a career as a sportsman.

3. Write a Strong Thesis Statement

Your introduction paragraph should finish with a thesis statement – a sentence that shows your position on the controversial topic and gives a roadmap to your argument.

For example, good thesis statements for an essay advocating that college athletes should be paid would be:

“College athletes deserve to be compensated for their dedication, talent, and the immense revenue they generate for their institutions.”

“College athletes should be compensated for their participation in collegiate sports due to the high probability of injury and the substantial revenues generated for colleges.”

A strong thesis statement arguing against paying college athletes that presents three key arguments may be:

“While college athletes contribute greatly to the success and revenue generation of their respective institutions, they should not be paid due to the potential negative consequences it may have on the integrity of collegiate sports, the educational priorities of student-athletes, and the financial stability of smaller athletic programs.”

4. Write the Body of Your Essay

Now, develop each of your arguments in a separate paragraph. Begin a paragraph with a topical sentence presenting this argument. Then, develop the idea, presenting quotes from the sources and explaining their relevance in your own words. Restate what readers learnt in this paragraph and how it supports your general argument (thesis statement).

5. Write a Concluding Paragraph

Round up your essay by restating your arguments and showing the impact of following the route you have suggested. For example,

In conclusion, paying college athletes is a topic that warrants serious consideration. The time commitment and sacrifices made by athletes, the financial benefits colleges and universities receive from athletics, and the potential for exploitation and unfair treatment all highlight the need for a fair compensation system. By acknowledging the contributions and challenges faced by college athletes, NCAA and colleges can work towards creating a more equitable and supportive environment for these dedicated individuals.

All in all, whether you are a sports enthusiast, a student-athlete, or simply interested in the intersection of sports and academia, Should College Athletes be Paid is a great topic to choose for an essay. Examining the current state of college athletics, exploring arguments both for and against paying college athletes, and considering alternative solutions will help you be well-informed about the ongoing debate.

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Why Should College Athletes Be Paid, Essay Sample

One of the most pressing issues in college sports is the debate over whether or not college athletes should be paid. This topic has gained significant attention in recent years, with many arguing that it is only fair for college athletes to receive compensation for their hard work, dedication, and revenue-generating contributions. This free essay sample from Edusson will explore the various reasons why college athletes should be paid and will provide a comprehensive analysis of the issue.

Time Commitment and Workload

College athletes put in a tremendous amount of time and effort into their sport, often at the expense of their studies and personal life. As a student-athlete, I know firsthand the dedication it takes to balance academics and sports. We have rigorous practice schedules, intense training sessions, and games that require travel, leaving little time for anything else. Many athletes have to miss classes or sacrifice study time to attend competitions or travel with their teams. The workload of a college athlete can be overwhelming and can negatively impact their academic performance and mental health. Some may argue that athletes receive scholarships and other benefits, but these do not fully compensate for the amount of time and effort they put into their sport. Paying college athletes would help to alleviate some of the financial burden that many student-athletes face, while also compensating them for their time and workload.

Financial Struggles

As a student, I believe that college athletes should be paid for their hard work and dedication to their sports. One of the main reasons for this is the financial struggles that many college athletes face. These athletes come from low-income families and often struggle to make ends meet while attending college. They are unable to work part-time jobs to earn extra income due to the rigorous demands of their sport. This creates a challenging situation where they are unable to support themselves or their families financially. Paying college athletes would provide much-needed financial support and alleviate some of their financial struggles. This would allow them to focus on their studies and athletics without the added stress of financial instability. It would also give them the opportunity to contribute financially to their families, which many of them are unable to do currently. In short, paying college athletes would help alleviate the financial burdens they face and provide a fair compensation for their hard work and dedication to their sport.

Health and Safety Risks

As college athletes compete at a high level, they put their bodies on the line and are exposed to various health and safety risks. These athletes often play through injuries, which can exacerbate the severity of the injury, resulting in long-term physical damage. Therefore, it’s essential to consider the health and safety risks associated with college sports. Paying college athletes would acknowledge the risks that they take and provide a safety net if they get hurt. Furthermore, college athletes who are injured may not have access to the same level of healthcare as professional athletes. Paying them would help ensure they have the proper medical care and resources to recover from injuries. Moreover, paying college athletes could also incentivize schools to prioritize athlete safety and ensure that their health is a top priority. Overall, providing financial compensation to college athletes for the risks they take and the injuries they sustain is not only fair but also necessary for their wellbeing.

Revenue Generation

One of the main arguments in favor of paying college athletes is that they deserve to be compensated for their role in generating revenue for their universities and the National Collegiate Athletic Association (NCAA). When fans attend a college sports event or purchase team merchandise, they are supporting the team and the entire athletic program. The athletes who are responsible for the success of these programs, however, do not receive any monetary compensation for their efforts. It is unfair that the NCAA and universities benefit from the work of college athletes without providing them with fair compensation. It is also worth noting that college sports have become a commercial enterprise, with the NCAA and universities treating them as such. Many top college sports programs generate millions of dollars in revenue every year, and the athletes who contribute to this success are essential to the financial health of their respective programs. However, athletes often struggle to make ends meet due to the demands of their sport, and they don’t have the time or resources to work part-time jobs to earn extra income.

Fairness and Equity

As college athletes put in countless hours of hard work and dedication to their respective sports, it’s only fair to compensate them for their efforts. However, one aspect that often goes unnoticed is the lack of rights and privileges that college athletes are subjected to, especially when it comes to earning money from their name, image, and likeness.

It is unfortunate that college athletes are the only ones on campus who are not allowed to monetize their skills and talents. This is in stark contrast to everyone else on campus, including musicians, artists, and actors, who can earn money from their talents while attending college. This discrepancy can cause a sense of injustice among college athletes who are forced to watch others monetize their talents while they are restricted from doing so.

In recent years, the issue of fairness and equity has gained considerable attention, and rightfully so. Paying college athletes would go a long way in promoting fairness and equity among all students. It would ensure that athletes have the same rights and opportunities as other students, allowing them to monetize their skills and talents just like everyone else. Additionally, paying college athletes would help eliminate the economic disparities that exist on campuses, especially among low-income athletes who may not have the financial support they need to sustain themselves.

Furthermore, paying college athletes would promote gender equality. Female athletes have historically been paid less than male athletes, even at the professional level. This inequality also extends to college sports, where female athletes often receive less funding and attention than their male counterparts. By paying college athletes, regardless of gender, colleges and universities would help bridge this gap and promote equality among all athletes.

In this table, we will outline some of the main reasons why college athletes should be paid.

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Example Of a College Essay For a College Athlete

EssayEdge > Blog > Example Of a College Essay For a College Athlete

Note: This essay appears unedited for instructional purposes. Essays edited by EssayEdge are substantially better than this essay. For samples of EssayEdge editing, please  click here .

I have learned a great many things from participating in varsity football. It has changed my entire outlook on and attitude toward life. Before my freshman year at [high-school], I was shy, had low self-esteem and turned away from seemingly impossible challenges. Football has altered all of these qualities. On the first day of freshman practice, the team warmed up with a game of touch football. The players were split up and the game began. However, during the game, I noticed that I didn’t run as hard as I could, nor did I try to evade my defender and get open. The fact of the matter is that I really did not want to be thrown the ball. I didn’t want to be the one at fault if I dropped the ball and the play didn’t succeed. I did not want the responsibility of helping the team because I was too afraid of making a mistake. That aspect of my character led the first years of my high school life. I refrained from asking questions in class, afraid they might be considered too stupid or dumb by my classmates. All the while, I went to practice and everyday, I went home physically and mentally exhausted.

Yet my apprehension prevailed as I continued to fear getting put in the game in case another player was injured. I was still afraid of making mistakes and getting blamed by screaming coaches and angry teammates. Sometimes these fears came true. During my sophomore season, my position at backup guard led me to play in the varsity games on many occasions. On such occasions, I often made mistakes. Most of the time the mistakes were not significant; they rarely changed the outcome of a play. Yet I received a thorough verbal lashing at practice for the mistakes I had made. These occurrences only compounded my fears of playing. However, I did not always make mistakes. Sometimes I made great plays, for which I was congratulated. Now, as I dawn on my senior year of football and am faced with two starting positions, I feel like a changed person.

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Over the years, playing football has taught me what it takes to succeed. From months of tough practices, I have gained a hard work ethic. From my coaches and fellow teammates, I have learned to work well with others in a group, as it is necessary to cooperate with teammates on the playing field. But most important, I have also gained self-confidence. If I fail, it doesn’t matter if they mock or ridicule me; I’ll just try again and do it better. I realize that it is necessary to risk failure in order to gain success. The coaches have always said before games that nothing is impossible; I know that now. Now, I welcome the challenge. Whether I succeed or fail is irrelevant; it is only important that I have tried and tested myself.

The topic of this essay is how the applicant has matured and changed since his freshman year. He focuses on football. One of the strengths of this essay is that it is well organized. The applicant clearly put time into the structure and planning of this essay. He uses the platform of football to discuss and demonstrate his personal growth and development through the high school years. What he could have done better was spend more time describing himself after he made improvements. As it is, he only tells us about his newfound confidence and drive. This essay would have been stronger had he actually shown us, perhaps by including a story or describing an event where his confidence made a difference. The conclusion is basically a cliché.

Don’t think that your athletic background will open all doors for you. Like all other students, you must prove your uniqueness in the admission essay. We hope this sample will help you. If something goes wrong, you can always turn to EssayEdge – a top college essay editing service. Our editors will lend you a helping hand at any time.

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The Jock's Guide to Getting Into College

The advice tossed at athletically inclined kids hoping to get into good colleges starts early, as do solicitations from admission advisors who specialize in sports. If only it were that easy to cross the finish line.

No children take up sports in grade school because they’re hoping to play in the New England Small College Athletic Conference (NESCAC) one day. Even if their parents are standing on the sidelines with dreams of the Ivy League in their heads, the kids are there to have fun and be with friends. That was the only reason Andy, a senior who attends a Catholic high school in Pennsylvania, started playing football and stuck with it all through high school.

When Andy (I’ve changed his name and all the others in this article) was in fourth grade a coach noticed him picking up his sister from cheerleading one afternoon. He was easy to spot. He had always been one of the biggest kids in his grade, and he was frequently teased for being overweight. When the coach asked him if he wanted to play football, Andy replied that his mom would never let him play anything that would “hurt my beautiful brain.” But his parents gave in, because they thought it might help him make friends. It worked. Andy made lots of friends, though he wasn’t that crazy about the football part. From the start he imagined himself as a tight end but was always assigned to play offensive line. Coach after coach took one look at his size and told him that his job was to knock people out of the way.

In high school, however, things started to look up for Andy. He finally got to play tight end sophomore year, and through a combination of exercise and puberty he began to think he could play in college—not at an NCAA Division I (DI) powerhouse like Alabama or Penn State, but maybe at one of the 11 highly selective Division III (DIII) schools, like Williams or Wesleyan in the NESCAC or Swarthmore in the Centennial Conference. His parents, who never thought he would play in high school, let alone college, started to believe too. He is a strong student, with a SATs just over 1400, but his parents knew that he was a long shot for an Ivy unless football could help get him in the door.

Andy’s father got in touch with a college friend who is an assistant football coach at a DIII college in Texas. He took a look at Andy’s stats and video and told him he absolutely could play college football, but only if he put on at least 60 pounds and switched from tight end back to offensive line. A year later, after a steady diet of protein shakes larded with chunky peanut butter, creatine monohydrate, and a few squirts of honey, plus daily workouts at a private gym, Andy had gained 90 pounds. Today he’s a 270-pound, six-foot-five-inch high school senior who will be on the offensive line at an Ivy League college next fall.

Although most student athletes do not go as far (or eat as much) as Andy did, thousands and thousands of teenagers and their families make major sacrifices every year in the hope of getting into a highly selective college. The kids dedicate hundreds or even thousands of hours to training and competition each year. Their parents spend almost as much time, and enormous sums of money, getting their kids to meets and games in distant locales. Then there are the trainers, private coaches, club teams, and recruitment services that families are increasingly turning to on and off the playing field.

They need all the help they can get. Even with talent, dedication, and resources, an athlete’s chances of being recruited are not great. In any given year there are about 8 million students who play a sport in high school, but not even 10 percent of them will go on to play in the NCAA. And despite the popular belief that sports make it possible for low-income kids to pay for college, only 2 percent earn sports scholarships to play in DI or DII. DIII colleges and the Ivys do not provide athletic scholarships.

With odds that terrible and costs that high, why do students and families bother with sports at all? Because the chances of getting into a highly selective college are much worse if you’re not an athlete.

First, Crunch the Numbers

The 2019 Operation Varsity Blues scandal revealed to the world something boarding school and independent school college advisors had known for a long time: College coaches have a tremendous amount of power in the admissions process at highly selective schools. They can essentially claim seats in the freshman class every year for the athletes they want. Rick Singer, the admissions advisor who was the scheme’s main perpetrator, realized that he could take advantage of this side door into college by bribing some coaches to recruit students who had not earned the opportunity.

The prosecution and conviction of Singer and his accomplices, including dozens of parents, may have shut down this brazen exploitation of the admissions process, but it did nothing to change the role that sports play in highly selective colleges. To understand why, it helps to look at some numbers.

When most people think of college sports, they think of the Power Five conferences in football or March Madness in basketball. They likely do not think about Harvard. But a quick look at Department of Education data shows that Harvard enrolls more NCAA athletes—­almost 1,200 of them—than Ohio State, UCLA, or indeed any other college in the country. The nation’s second-largest NCAA program? It’s at Cornell. The fourth-largest is Princeton’s. At Dartmouth one out of every five undergrads played a varsity sport in 2022. The ratio of varsity athletes to student body is even higher at small liberal arts colleges, like Trinity and Amherst in the NESCAC or Swarthmore and Haverford in the Centennial Conference. While spotting a star athlete on the campus of a large university like the University of Michigan is sort of like seeing a unicorn, at places like Williams or Bates, where more than 40 percent of male students play varsity sports, you’re pretty much guaranteed to be sitting next to a jock in class.

Along with high ratios of student athletes, many highly selective colleges also have unusually big teams. The largest NCAA team in the country is Harvard’s rowing team. Maine’s Bates College enrolls only about 500 freshmen each year, but it still has a larger track-and-field and cross-country team than the University of Florida and the University of Arkansas, both of which have won NCAA DI championships.

To an outside observer, the focus on NCAA sports at top liberal arts colleges and Ivy League universities can seem counterintuitive. But sports have been a big part of the culture at many of these colleges since the 19th century. Yale and Harvard have been playing an annual football match, known simply as “the Game,” since 1875. In 1905 Andrew Carnegie built a lake in New Jersey for the Princeton rowing team.

There is also a financial incentive. Although almost all DIII and Ivy programs lose money in the short term, endowment experts know they’re a sound investment. That’s because former athletes are more likely to donate than other alumni, and alumni donations go up when sports teams are successful. Another factor is the financial backgrounds of many of the players’ families. Providing a child the resources needed to get the attention of NESCAC and Ivy college coaches requires considerable means. When Ivy or DIII admissions officers admit a recruited athlete, there’s a good chance they’re also admitting a student who can pay the full tuition.

The competition to get the attention of coaches at elite colleges has created an entire sports recruitment industry that rivals test prep and private college consultancies in size, complexity, and potential expense. While exceptionally talented players are able to attract attention from colleges on their own, athletes who are merely very good face the same struggle as today’s very good students: figuring out how to stand out.

For decades independent schools and boarding schools have been the most important brokers in connecting athletes with Ivys and NESCAC colleges. At many independent schools there is an expectation that students will play sports. Nima Rouhanifard, a principal at Miami Country Day School and its director of external partnerships, tells me that most independent schools employ a “whole child emphasis” that incorporates sports, performing arts, and other non-academic elements in their educational programs, in the belief that “there are a wide range of skills and character traits that can be developed through sports and translated to academics and more.”

There’s a pragmatic element to emphasizing athletics at these schools too, since sports help students get into highly selective colleges. In order to serve their clienteles, independent schools are increasingly building athletic facilities more impressive than what you find at many colleges. They also go to great lengths to accommodate athletes, including those who compete outside their school’s own sports programs. Miami Country Day, for example, offers online hybrid education programs that can accommodate athletes in individual sports like tennis and golf that require heavy training and travel.

Should You Reclass?

Private schools also have a long tradition of admitting post­graduate students, or PGs, who enroll in a fifth year of high school after they graduate so they can develop as athletes. Dave Morris, a former college coach who now runs College Athletic Advisor, a company that provides admissions consulting for athletes, tells me that some students seek out a PG year on the advice of a college coach. Another common option for buying development time, available only to students at sympathetic private high schools, is reclassing, a process that lets a student repeat a grade in order to be a year older and more experienced when they apply to college. That extra year can be particularly important for kids who play more physical sports, since it can mean an inch or two in height or a couple of tenths of a second off a 200M freestyle.

Zach Kuba, a former NYU basketball player who coaches the Riverside Hawks Select basketball team, a travel club that plays at a very competitive level, and who focuses on helping academically and athletically gifted players get recruited by DIII and Ivy colleges, tells me that every year some of his younger players dream of being recruited not by NESCAC colleges—at least not yet—but by New England Preparatory School Athletic Council (NEPSAC) high schools, which include boarding schools like Hotchkiss, ­Choate, and Kent that have old, deep connections to elite colleges. The benefits of graduating from one of those schools are easy to see in top college rosters. Just three out of 16 players on the 2023–4 Yale men’s basketball team graduated from a public high school in the United States. At Harvard, only one of 15 did.

Valuable as those private school connections can be, club teams like the one Kuba runs have begun to supplant high school sports programs in recruitment, especially for DIII and Ivy League schools. Competitive clubs that require tryouts and travel for competitions essentially vet players and expose them to the most talented players in their age groups, basically serving the same role for college coaches that the NCAA does for professional leagues.

One soccer player I interviewed told me that her club coach barred her from playing soccer at her high school until senior year. The risk of getting injured in a game against lesser players that no one cared about was too big. The mother of another soccer player, who got into a highly selective NESCAC school despite having an SAT score more than 200 points lower than the class average, told me that club soccer is all that really counts now. That is a big change from when she was in high school in the early ’90s, when a coach from a state college showed up at one of her high school games and told her to apply.

While the days of college coaches scouting high school basketball or soccer players themselves are largely over, there are a few sports, such as track-and-field and swimming, where the value of private clubs lies in offering access to top level training and competition, as opposed to getting noticed by colleges. In these sports, times are what count. That’s why Danielle, who ran track at her private high school in Manhattan and now runs for a highly selective DIII university in the South, never felt much need to join a traveling track club in high school. Running a 12.0 100m means the same thing whether it happens in Manhattan or Manhattan Beach.

At the same time, Danielle acknowledges that growing up in New York, with its multiple indoor tracks, and going to an independent high school and belonging to a club gave her access to year-round running that many high schoolers do not enjoy. She told me that a lot of her college teammates come from the Northeast and Midwest, and they too ran indoor track. She also told me that her parents paid for her to join a gym to build her strength and that the college counselor at her independent school first met with her to discuss college as the end of her sophomore year and immediately recognized the role her gifts as a runner could play in college admissions.

Should You Have Applied Already?

One of the first things independent educational consultants (IEC) will ask potential clients is whether they want to play a sport in college and whether they can be recruited. It’s an important question not just because of the potential advantage it can provide but because college sports recruiting comes with a calendar. Understanding it can be almost as important as having talent.

For many student athletes, the process begins in earnest during sophomore year, when they fill out sport-­specific questionnaires on college websites to get on the email lists for camps. The questionnaires typically ask for grades, test scores, a high school coach’s name, athletic stats, and links to social media and video. Often enough the registration link will also connect users to a list of private recruitment companies, like Recruit Spot, Next College Student Athlete, and CaptainU, which promise to help players get their information in front of numerous college recruiters.

The goal of all this outreach is to score an invitation to college summer camp (which costs from $100 to $300 a day) or other campus invites. But whether this approach actually gets the attention of college coaches is questionable. Using one of these recruiting services may fill your inbox with ads and offers, but experts say they may not lead to meaningful contact. The challenge for families, Morris says, is figuring out what recruitment strategy is best suited to a student athlete’s individual profile, including what sport he plays, his academic record, and where he lives. Most important, he says, is playing in tournaments that are on coaches’ radar and reaching out to colleges and specific coaches who might be a good fit. Morris is one of a growing number of IECs who help students and their parents specifically with athletics advice. There are also companies that specialize in single sports like rowing and softball. Their services can cost anywhere from $250, for one-time basic advice on how to contact coaches and build an online profile, to $10,000 or more for more hands-on, ­concierge-level assistance.

A young athlete I spoke to named Kirk did not hire an IEC, and although he had been playing club basketball in New York City since middle school, he had not yet connected with Kuba’s Riverside Hawks Select team. If he had, he probably would not have made what he described to me as “a mistake.” In the summer after his sophomore year he went to Ghana to work at a photography center and teach kids how to take pictures. While that might sound like an incredible life experience, it was not a good basketball experience. July is a crucial month for college basketball, because that’s when many of the tournaments and coaching clinics, where students are first seen by college coaches, take place.

A similar thing happened to Calvin, a talented lacrosse player whose high school team won the California state championship his freshman year. Like Kirk, his parents had no experience with college sports, and he belonged to a club team that gave him lots of great instruction when it came to playing lacrosse but provided almost none in how to get coaches to notice the benefits of that instruction. He was at a further disadvantage living on the West Coast and playing a sport the focus of which is on the East Coast. Calvin missed some important events in the Mid-­Atlantic and New England because he had to take final exams. If he lived on the East Coast he could have done both or, if he had known how important it was to be at these recruiting events, he could have figured out a way to be there.

Even though Calvin entered the recruiting season late, it seemed he was making the most of it when he attracted the attention of an MIT coach, who told him that he would be happy to support his application as long as Calvin got his math SAT score above 750. At the time he was at 690, but after working with a tutor, he got a 780. Lacking the insight of an advisor who understood the admissions process, Calvin felt sure he was getting into MIT. What he did not know was that coaches at that school have nothing like the influence they do at an Ivy League or NESCAC college. His application to MIT was rejected in December, and now he is still hoping to find an academically strong college where he can also play lacrosse.

A Touchdown on Instagram?

Club coaches and consultants can play an important role in connecting players to colleges, but when it comes to DIII athletics, students increasingly must also learn how to be their own brand managers, social media experts, and digital video editors, all while remaining excellent athletes and students. If applying to college today for most students is akin to applying for a job, getting recruited for sports is more like using a dating app. Andy, the football player who landed a spot at an Ivy, relied heavily on Twitter in his process, using it to find coaches who swiped right on him. If a coach liked one of his tweets, he DM’d him his height, weight, SAT scores, GPA, and a link to a video clip he had edited. If he couldn’t connect over Twitter, he would go to a college’s website to find a coach’s email address and send him an email.

A key component in getting a coach’s attention, particularly for athletes in team sports or anything that’s not measured by time or distance, is the video reel. It’s basically a given now that high school games are recorded, and not just by all the parents with iPhones on the sideline. That video can sometimes shape how a person plays. Andy’s coach had to tell him last season that he didn’t need to push every 160-pound lineman on the other team into the dirt just to get good clips. Once upon a time, people complained about professional athletes playing to get highlights on ESPN’s SportsCenter , but nowadays it’s entirely possible that when you watch a high school basketball game, players may be thinking as much about their reels as they are about winning the game.

The Pre-Read Is Essential

If all goes well for a student in the long process of competing, navigating opportunities, and promoting herself, a DIII or Ivy coach will become interested and ask her to send in an academic transcript so the admissions office can give it a pre-read. Sports matter a lot at NESCAC and Ivy colleges, but there is a limit. Even the most influential coach can’t just pick an athlete who doesn’t have the grades.

Admissions officers typically look at the academic transcripts of recommended athletes in the spring of their junior years or the summer before their senior years. If they like what they see, they send students a “likely letter” or make a phone call indicating that they’re likely to be admitted. Pre-reads explain why the admission rate for recruited athletes at Harvard (86 percent) is so incredibly high: Most have essentially been accepted before they fill out an application. If they were not likely to get in, the admissions office would have told the coach to tell them not to apply.

The team’s head coach will also usually call a recruit after a successful pre-read, sometimes pressuring him to apply early decision. Unlike DI and DII schools, DIII and Ivy colleges are not allowed to use commit letters, in which students essentially sign a contract saying they will play at the school. As a result, most highly selective liberal arts colleges and Ivy League universities rely on early application plans to secure athletes. At some colleges that means huge portions of the class are taken through early decision. In 2020 Bates College enrolled 81 percent of its class through the early decision process, a shocking number that makes a little more sense once you recall that more than 40 percent of its students play a varsity sport.

People who work in college admissions often repeat the saying “Talent is evenly distributed. Opportunity is not.” Sports may prove that point even better than academics. During his recruiting process Andy noticed that many fellow prospects he met on Ivy League campus visits were postgrads at independent high schools or boarding schools. Most were working with independent counselors. “It made me realize how lucky I was to have a family friend who could tell us the best strategy for getting recruited and help me reach out to coaches,” he says.

He also acknowledges how fortunate he was that his parents could afford the private gym where he went to lift several times a week alongside DI football players likely to end up in the NFL, and that they had the time and money to take him to visiting days at about a dozen colleges, sometimes more than once. The only unlucky part, he says, has been all the peanut butter and protein powder shakes. “I worked hard early in high school to lose weight, and it still feels weird to be packing on the pounds.”

James S. Murphy writes about higher education. His work has been featured in prominent national magazines and newspapers.

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Athletes Jeremiah Davis, Dajaz DeFrand named Most Valuable Player in ACC Championship

ATLANTA— The 2024 ACC Outdoor Track and Field Championship concluded on Saturday at the George C. Griffin Track in Atlanta, with student-athletes Jeremiah Davis and Dajaz DeFrand named the Most Valuable Performers of the meet. 

Davis repeated as the men's field MVP after scoring 20 points behind two wins. Davis defended his title as the long jump champion on Friday with a mark of 7.97m before winning gold in the triple jump with a mark of 16.71m. It was the first time since 2018 that FSU has won the event. 

DeFrand placed first in the women's 100-meter at 11.08 after she set the ACC meet record in prelims at 10.88. DeFrand also repeated as champion in the 200, marking the first person in program history to earn a gold medal at back-to-back ACC's.  She was named the women's MVP for the second time in as many tries. 

In addition to Davis and DeFrand's four individual gold medals, the Seminoles added 13 medals, including three gold. 

"We had a really good meet on both sides, "FSU track and field head coach Bob Braman said. "There were more lifetime and season bests than I can count." 

Ismael Kone took home gold in the 100, clocking a time of 10.25. He also placed fifth in the 200 with a time of 20.85. 

"I felt the leadership from Kone," Braman added.Ahmari Avin placed 12th in the discus throw with a lifetime best of 47.92m.

The men's 4x100 relay team behind Keshaun Black, Kone, Alex Collier and Jaiden Rollins took home gold for the first time since 2021, clocking a time of 39.49. 

"Nice job from Keshaun and Alex on the relay," Braman said. "The surprise star was jumper Jaiden Rollins, taking down the ACC's best sprinters on the anchor leg. That was a big boost for the men.

"The men overachieved by 20 points and were in the lead with only three events to go. I was proud of how hard they competed to even give us a chance." 

Tyson Williams took home his first career ACC gold medal in the 110 hurdles, clocking a lifetime best and sixth-fastest time in school history at 13.62. Andre Korbmacher followed Williams in the hurdles, earning second-team All-ACC honors with a time of 13.81, placing fourth. 

"Tyson Williams has emerged as a national-level hurdler and beat a strong field to take the win," Braman added. 

Kyvon Tatham took home bronze in the men's triple jump with a lifetime best of 15.73m. LaQuan Ellis followed in fifth with a career-best of 15.71m. Jayden-Louis Charles concluded the event in sixth with his best of 15.32m. 

"The jumps squad responded to the return of their leader, Jeremiah Davis," Braman said. "They scored 46 pints from Coach Sand's lads." 

Alexandra Webster added eight points for the Noles in the women's 100 hurdles, crossing the line in 13.04 for silver.  Tyra Wilson earned first-team All-ACC in the 400 hurdles, establishing a lifetime best and third-fastest time in FSU history at 56.30, winning silver. 

"Tyra Wilson is starting to assert herself on the national scene," Braman said." 

Kaniya Johnson and Liana Tyson tied for bronze in the 100, crossing the line at 11.46. Johnson followed DeFrand in the 200, placing seventh at 23.46. 

  Suus Altorf battled her way to a bronze medal (4:13.22) in the 1,500. 

  The women's 4x100 relay team behind Webster, DeFrand, Johnson and Tyson placed second with a time of 43.68. 

"The women fought hard for every point and are well positioned for regions and nationals," Braman added. " 

  Kayla Pinkard competed in the women's long jump, placing ninth with a mark of 12.30m. 

  Tyra Wilson, Ava Klein, Kaelyaah Liburd and Jaden Francis rallied five points in the 4x400 relay, which finished in 3:34.80 and placed fourth. 

David Mullarkey led the Noles in fourth in the 5,000, adding five points with a time of 13.41.76. Cooper Schroeder followed in 16th with a lifetime best of 14:04.5. Zachary Cloud concluded the event in 24th at 14:18.12. 

  Martin Prodanov scored two points for the Noles in the 1,500m, placing seventh at 3:43.99. 

"Martin, David and a lot of other guys kept us in the hunt," Braman said. 

  British Wilkerson stamped sixth place in the men's 400 meters with a time of 46.78. 

  The men's team finished fourth with 95 points, while the No. 17 women finished fifth with 68. 

  Qualified student-athletes will compete at the NCAA East Region Championships in Lexington, Kentucky, from May 22-25. 

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Close Friends, Competing for Coveted Olympic Spots. Who Would Make It?

Conner Mantz and Clayton Young had run side by side for more than 10,000 miles. Both vied for a place in the marathon at the Paris Games.

Credit... Russel Daniels for The New York Times

Supported by

By Talya Minsberg

Talya Minsberg reported from Provo, Utah, and interviewed the Young and Mantz families, coaches and teammates.

• May 8, 2024

Conner Mantz’s arms were shaking as he warmed up for the Olympic marathon trials in Orlando in February.

Mr. Mantz, 27, of Provo, Utah, looked over to his close friend, Clayton Young, who was stretching next to him. The two men had run more than 10,000 miles together. They had raced for the same prize money, fought for the same spots on the podium — and formed a bond so strong that other runners said they wished they could replicate it. They had supported each other through season-ending injuries, and pushed each other through grueling training sessions.

Their friendship has lifted both runners to the peak of their professional careers. Both believed they had gotten the other to the starting line that day. Now, they hoped to get each other to the marathon at the Olympic Games in Paris. They had a real shot: Mr. Mantz was a favorite to qualify, and Mr. Young was a strong contender.

If they made the team, their years of grinding out monotonous miles would be rewarded with the opportunity to represent their country, and an even better chance at financial security for their families.

But so much could go wrong in the two-plus hours it would take to complete the race, and Mr. Mantz and Mr. Young had daunting competition, including the four-time Olympian Galen Rupp and a score of other competitors who might surprise them.

By the time the runners approached the starting line, it was 61 degrees with 65 percent humidity — the kind of warm and muggy weather that makes a 26.2-mile race even more of a test. Mr. Young held a bag of ice in his hands in an attempt to stay cool. He and Mr. Mantz, both wearing white hats and black sunglasses, shook their limbs nervously as the countdown began.

About 200 men stood twitching at the starting line. It was likely that only two would get places on the U.S. Olympic team.

The horn blared. The two friends bumped fists and started running.

A Parallel Path to Elite Running

By the time Mr. Mantz and Mr. Young met at Brigham Young University in 2017, both had established themselves as rising stars in distance running.

Mr. Young, now 30, started running in fifth grade thanks to a program called the Mileage Club. Every lap he ran around the soccer field during Friday recess put him closer to earning prizes, like a keychain with a tiny foot. It was also a chance for Mr. Young to race against one of his childhood friends, named Alex. Even then, he loved the competition, and the back-and-forth between friends that motivated them to log more miles.

Mr. Mantz decided at age 12 that he wanted to run a half marathon after watching his older brother and father do the same. When his father started to run marathons, Mr. Mantz announced that he wanted to run the full 26.2 miles, too. (After consulting his doctors, his parents pumped the brakes — but they did let him join the cross-country team.)

Both Mr. Mantz and Mr. Young found joy in the sport. By the time they joined their high school track and cross-country teams, their potential was clear. College coaches soon started calling.

Mr. Young chose B.Y.U. in part because it favored the team over star athletes. Two years later, Mr. Mantz arrived, drawn partly by coach Ed Eyestone, who had run two Olympic marathons himself. The university is supported by the Church of Jesus Christ of Latter-day Saints, of which both runners are members.

Mr. Mantz and Mr. Young said their faith puts their running in perspective: Like all athletes, they have faced injuries and setbacks, and can get sucked into the cutthroat nature of competition, even with each other. But, as Mr. Mantz put it, “we are very focused on the eternal.”

Mr. Eyestone can’t recall the moment when he saw something click between the runners, but their connection quickly became clear. While there is a natural competitiveness among elite runners, Mr. Mantz and Mr. Young were “comfortable enough with one another that the ego does not get in the way of workouts,” Mr. Eyestone said. Mr. Mantz liked to lead the pack and set the pace, and Mr. Young could follow without turning practice into a competition.

That doesn’t mean that race days were as cordial as practice. “He doesn’t want to get beat, and I want to beat him,” Mr. Young said. He is the more analytical of the two: Mr. Young pores over his training data, and closely follows the research on human performance to help the pair improve.

“He’s always trying to find the next best thing — what can we do better?” Mr. Mantz said.

When Mr. Young graduated with a degree in mechanical engineering in 2018, he had a decision to make — sign a professional contract that would require him to move out of state, or stay in Utah, where Mr. Mantz still had two years left in school.

He chose to stay, in part so he and his partner could continue to train together, with the idea that Mr. Mantz might stay after graduation, too. A running contract with the shoe company Asics made it financially possible for Mr. Young.

The two spoke of these choices delicately. “It was his decision he had to reach by himself, and he did,” Mr. Young said. But they shared the same belief: “If we went our separate ways, I just don’t think we’d be as good as we are now,” Mr. Young said.

‘Where’s Clayton?’

There was never a guarantee that the United States would have a men’s marathoner at the Paris Games. To secure even one spot , at least one American man would have to finish a marathon, somewhere, in under 2 hours, 8 minutes and 10 seconds. That was the threshold for having a team at all.

There was a twist, detailed in the 24 dense pages of U.S.A. Track & Field’s athlete selection rules: Achieving that time wouldn’t necessarily secure a place on the team for the person who ran it. It would simply create a spot that someone could then win by performing well at the marathon trials in Orlando.

And no matter how many American runners beat that time, the United States would send no more than three men’s marathoners to Paris — the cap set for each country.

As the 2024 Olympic year approached, Mr. Mantz and Mr. Young focused on running the qualifying time. No one had achieved it by October 2023, when they lined up for the Chicago Marathon. The course is flat and fast, giving the field a better shot at beating the time.

Their wives, Ashley Young and Kylie Mantz, crisscrossed the Chicago course, trying to glimpse their husbands as often as possible along the winding route. They were comforted to see them sticking together. “There’s no better person I’d like to have next to Conner,” Ms. Mantz said of Mr. Young.

As they cheered, they kept one eye anxiously on the time. They share the same nerves on race day: Both women know how hard their husbands have worked, the results they want, how their race times and finishes can affect their livelihoods. They understand how unpredictable and brutal a marathon can be — and on race day, they have little interest in talking to anyone who doesn’t.

During the final stretch of the Chicago race, they were leaning over barricades, necks craned, looking for their husbands flying by at a pace close to 4 minutes and 53 seconds per mile.

When Mr. Mantz passed them at Mile 23, every breath powering him toward the finish, he used his precious energy to shout one thing: “Where’s Clayton?” Mr. Young was close behind him.

When Mr. Mantz finished in 2:07:47, he turned around to see Mr. Young cross the finish line just 13 seconds later. They clocked the fifth and seventh fastest marathon times ever for Americans and were the only Americans who achieved the threshold time for Paris. But they still had to win their places on the team.

‘Just Stay Together’

Over the years, the two runners’ families have become close. As soon as Mr. and Ms. Mantz stepped into the Youngs’ house on a recent afternoon, Ms. Young asked whether they were hungry, opening the fridge to grab fruit and yogurt before they’d had a chance to answer. As Mr. Young and Mr. Mantz went outside to stretch, the Youngs’ daughters, Lucy and Jenna, tagged along. They adore Mr. Mantz, whom they call “diddum.”

But after the Chicago race, like most others, Mr. Mantz and Mr. Young didn’t contact each other for a few days. It went unsaid, as it always did, that they needed time to themselves.

At times, Mr. Young and Mr. Mantz sound less like competitors and more like an old married couple. They know how to compromise. (Mr. Young likes to run later in the morning, while Mr. Mantz is an earlier riser. They meet in the middle, at 7 a.m.) They can press each other’s buttons — like when Mr. Mantz pushes the pace during a workout, at times to Mr. Young’s frustration — but they also know when to lay off.

“We have to dance around each other sometimes and work through our emotions and feelings,” Mr. Young said.

They were soon back together to begin a training cycle for the Orlando trials.

There were still only two guaranteed spots available on the Olympic team — the two they had created in Chicago. Technically, another runner could still unlock a third spot. But if they didn’t, both Mr. Mantz and Mr. Young would have to finish first and second to make the team.

For much of the race, they followed a runner named Zach Panning, letting him do the work of leading and setting the pace. By the time they reached Mile 18, they knew they were in the position to qualify for Paris. The anxiety that had Mr. Mantz’s arms shaking at the start of the race had given way to a loose, controlled show of excitement. Mr. Mantz reached back to high-five Mr. Young.

In the last two miles, though, Mr. Mantz started struggling. He had stumbled at the end of races before, his muscles and lungs pushed to the brink. He feared he wouldn’t finish.

He asked Mr. Young to step ahead of him, to block the headwind that makes the final miles even harder. Mr. Young shifted his position. “Just run behind me,” he told Mr. Mantz. “Just stay together.”

The pair was stride for stride, as they have so often been, as they approached the finish line in first and second place. In the final steps, Mr. Young signaled Mr. Mantz to take the win , even though that meant giving him the extra $15,000 in prize money that came with first place.

They looked awe-struck as they broke the tape, making them the only two American men to qualify for the Paris Olympics.

“When I think of the reason I stuck by Conner in the Olympic trials, it’s because I knew I would be better in Paris with Conner by my side,” Mr. Young said, as Mr. Mantz nodded. “Not just in the Olympics, but in training.”

This time around, they didn’t have much of a break. They were quickly swept up in the excitement of qualifying for the Olympics: a trip to the Utah State Capitol and a string of media appearances and sponsor meetings.

And they already had another race on the calendar: the New York City Half Marathon in March. A few days before that race, Mr. Mantz had to drop out because of an injury. He couldn’t be too careful before the Olympic training cycle began.

That left Mr. Young to train without his partner. As he tied his shoes at home in Provo before a solo run one recent morning, he looked around, as if he were missing something.

Talya Minsberg is a reporter covering fitness and wellness for The Times. More about Talya Minsberg

The Great Read

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Paying college athletes appears closer than ever. How could it work and what stands in the way?

FILE - Footballs stand ready before the Virginia Tech at Wake Forest NCAA college football game in Winston-Salem, N.C., Saturday Oct. 15, 2011. A settlement being discussed in an antitrust lawsuit against the NCAA and major college conferences could cost billions and pave the way for a new compensation model for college athletes. (AP Photo/Bob Leverone, File)

FILE - NCAA signage outside the headquarters in Indianapolis, Thursday, March 12, 2020. A settlement being discussed in an antitrust lawsuit against the NCAA and major college conferences could cost billions and pave the way for a new compensation model for college athletes. (AP Photo/Michael Conroy, File)

FILE - Referees try to break up an altercation between Alabama and Auburn during the second half of an NCAA college football game, Saturday, Nov. 25, 2023, in Auburn, Ala. A settlement being discussed in an antitrust lawsuit against the NCAA and major college conferences could cost billions and pave the way for a new compensation model for college athletes. (AP Photo/Vasha Hunt, File)

FILE - Boston College play SMU during the first half of the Fenway Bowl NCAA football game at Fenway Park Thursday, Dec. 28, 2023, in Boston. With the expanded College Football Playoff locked in through 2031, questions still remain about what the rest of the postseason will look like. One thing is certain, there will still be bowl games. (AP Photo/Winslow Townson, File)

FILE - Southern California coach Lincoln Riley has eggnog poured onto him after USC defeated Louisville in the Holiday Bowl NCAA college football game, Wednesday, Dec. 27, 2023, in San Diego. With the expanded College Football Playoff locked in through 2031, questions still remain about what the rest of the postseason will look like. One thing is certain, there will still be bowl games. (AP Photo/Denis Poroy, File)

FILE - In this Oct. 11, 2011, file photo, the new Big Ten Conference logo “B1G” is stained into the wood of the newly-renovated Crisler Arena court during NCAA college basketball media day in Ann Arbor, Mich. Southern California and UCLA will play two road games apiece against the Big Ten’s easternmost schools while fellow conference newcomers Oregon and Washington will make one cross-country trip each during the 2024-25 men’s basketball season. (AP Photo/Tony Ding, File)

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A settlement being discussed in an antitrust lawsuit against the NCAA and major college conferences could cost billions and pave the way for a compensation model for college athletes.

An agreement has not been finalized and many questions remain unanswered. It is also unclear if new rules could withstand further legal scrutiny, but it appears college sports is heading down a revolutionary path with at least some schools directly paying athletes to participate. Here’s what is known and what still needs to be figured out:

FILE - NCAA signage outside the headquarters in Indianapolis, Thursday, March 12, 2020. (AP Photo/Michael Conroy, File)

House vs. NCAA is a class-action federal lawsuit seeking damages for athletes who were denied the opportunity, going back to 2016, to earn money from use of their name, image or likeness — often referred to by the acronym NIL. The plaintiffs, including former Arizona State swimmer Grant House, are also asking the court to rule that NIL compensation should include billions of dollars in media rights fees that go to the NCAA and the wealthiest conferences (Big Ten, Big 12, Atlantic Coast and Southeastern), mostly for football and basketball.

FILE - Referees try to break up an altercation between Alabama and Auburn during the second half of an NCAA college football game, Saturday, Nov. 25, 2023, in Auburn, Ala. (AP Photo/Vasha Hunt, File)

The settlement being discussed could have the NCAA paying nearly $3 billion in damages over 10 years, with help from insurance and withholding of distributions that would have gone to the four big conferences. Last year, NCAA revenue approached $1.3 billion and the association projects a steady rise in coming years, thanks mostly to increases baked into the television contract with CBS and Warner Bros. Discovery for the men’s basketball tournament. A new, eight-year deal with ESPN worth $920 million for the Division I women’s basketball tournament and other championship events takes effect in 2025.

The potential settlement also calls for a $300 million commitment from each school in those four conferences over 10 years, including about $20 million per year directed toward paying athletes. Administrators have warned that could lead to program cuts for the so-called non-revenue sports familiar to fans who watch the Olympics.

“It’s the Olympic sports that would be in jeopardy,” Alabama athletic director Greg Byrne said during a March panel in Washington led by Sen. Ted Cruz (R-Texas) . “That’s men and women. If you look at the numbers for us at the University of Alabama, with our 19 sports outside of football and men’s basketball, we lost collectively almost $40 million.”

WHO GETS PAID?

FILE - Boston College play SMU during the first half of the Fenway Bowl NCAA football game at Fenway Park Thursday, Dec. 28, 2023, in Boston. (AP Photo/Winslow Townson, File)

Not entirely clear. Presumably, it would start with the athletes in sports that produce most of the revenue: football and men’s basketball players at the biggest and wealthiest programs. Women’s basketball is likely next in line, but it is possible athletes in all sports could see some benefit — but probably not at all schools.

What’s being considered is allowing schools to pay athletes, but not requiring those payments. Schools that don’t rake in millions in TV revenue wouldn’t necessarily be on the hook. There are also unanswered questions about whether the federal gender equity law Title IX would require equal funding for male and female athletes.

WHO MAKES THE CALL?

FILE - Footballs stand ready before the Virginia Tech at Wake Forest NCAA college football game in Winston-Salem, N.C., Saturday Oct. 15, 2011. (AP Photo/Bob Leverone, File)

Getting the presidential boards of four conferences and the NCAA board of governors to approve a settlement is not a given, not to mention the plaintiffs in the House case. Still, the possibility of having to pay $4 billion in damages — and the NCAA has been on the losing end of many recent court cases — has spurred interest in a deal before trial begins in January.

The case is being heard in the Northern District of California by U.S. Judge Claudia Wilken, who has already ruled against the NCAA other landmark antitrust lawsuits and ordered the sides in House to seek a settlement.

EMPLOYMENT AND COLLECTIVE BARGAINING

Settling existing cases is only one step. A new system for compensating college athletes would be needed to avoid similar challenges in the future; for example, anything that looks like a cap on compensation by, say, the four major conferences would be ripe for another lawsuit.

The NCAA has been asking Congress for some kind of antitrust exemption for years, but the emphasis has shifted lately from regulating NIL compensation to keeping the athletes from being deemed employees.

A ruling from an NLRB regional director paved the way for members of the Dartmouth men’s basketball team to vote to join a union after being deemed employees, and many have advocated for collective bargaining as a solution to college sports’ antitrust exposure.

Jason Stahl, executive director of the College Football Players Association advocacy group, says lawmakers should create a special status for college athletes that would give them the right to organize and collectively bargain without actual employee status.

Stahl said even though many college athletes are apprehensive about being employees and joining a union, they should have the right to decide that.

“My concern is there would be some type of one-two punch,” Stahl said of a lawsuit settlement followed quickly by federal legislation to codify a revenue-sharing plan that precludes athletes from employee status and the right to organize. “A lot of things I’m hearing about this cap are not things I want to be hearing.”

WHAT’S NEXT

FILE - Southern California coach Lincoln Riley has eggnog poured onto him after USC defeated Louisville in the Holiday Bowl NCAA college football game, Wednesday, Dec. 27, 2023, in San Diego. (AP Photo/Denis Poroy, File)

There are so many moving parts that it is hard to say with certainty, though settling House seems to a priority for late spring or summer. The earliest for any true changes noticed on campus would be fall of 2025.

AP college football: https://apnews.com/hub/college-football

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EA Sports College Football 25: Why Donovan Edwards is a smart pick as Michigan's fourth cover star

What you need to know about the surprising front man of ea sports college football 25's deluxe cover.

Michigan star running back Donovan Edwards is set to be one of the featured cover athletes on EA Sports' upcoming  College Football  25 video game. Cover art  appeared on the PlayStation Store  on Friday with the option for fans to wish list the game ahead of its expected summer release, generating even more hype after an 11-year hiatus of the college football video game.

Edwards is featured front and center next to Texas quarterback Quinn Ewers and Colorado multi-positional star Travis Hunter . Alabama quarterback Jalen Milroe , Georgia quarterback Carson Beck and Ohio State running back Quinshon Judkins also appear, as well as unnamed players from programs like Clemson, USC and Notre Dame. The PlayStation Store listing also includes an in-game screenshot showing Notre Dame players preparing to run out of the tunnel inside Notre Dame Stadium. 

Edwards played a significant role in Michigan winning its first national title since 1997 this past season. Edwards' role is expected to increase during the 2024 campaign because of the mass departures within the program to the next level. The Wolverines had 13 players selected in the 2024 NFL Draft -- the most among all college teams -- and lost coach Jim Harbaugh to the Los Angeles Chargers.

EA Sports confirmed in February that the video game series will be released this summer. The company released a hype trailer and renderings of some in-game assets, including player models, mascots, and stadiums. More information about the game is expected to be released next week. 

Edwards will become the fourth different Michigan player to appear on the cover of the acclaimed video game, joining Charles Woodson (NCAA Football 99), Desmond Howard (NCAA Football 06), and Denard Robinson (NCAA Football 14). Robinson was the last cover athlete to appear on the cover before it was officially put on pause due in part to an antitrust lawsuit surrounding name, image, and likeness. The NCAA's recent sweeping reforms that allowed college athletes to profit off their NIL opened the door for the video game to return.

Here are three fast facts to know about the Michigan star running back.

Former five-star recruit ranked No. 33 in class

Coming out of West Bloomfield (Mich.) located less than 50 miles from Michigan's Ann Arbor campus, Edwards ranked as the No. 33 player in the 2021 recruiting cycle by 247Sports. The five-star prospect ranked only behind future Ohio State running back TreVeyon Henderson as the best player at his position. Edwards committed to the Wolverines over Georgia, Notre Dame, and Oklahoma. In the end, Edwards elected to stay close to home.

Edwards played a key role in Michigan's title run

While former Michigan star running back Blake Corum received most of the carries en route to the CFP title game win over Washington, Edwards also played a critical role in bringing home the trophy. When Corum missed the end of the 2022 season due to injury, Edwards stepped up to become the RB1. He rushed for 991 yards and seven touchdowns in 2022 before following it up by rushing for 497 yards with five touchdowns this past season. Edwards rushed for 104 yards and two touchdowns on only six carries in the 34-13 win over Washington in the title game. With Corum off to the NFL and Edwards electing to run it back for another season, he should see his numbers skyrocket.

Edwards is the new "face" of Michigan football

The 2024 season will mark a new era of Michigan football. With Harbaugh now with the Chargers and offensive stars J.J. McCarthy, Blake Corum, and Roman Wilson off to the NFL, Edwards will have an opportunity to be the face of the Big Ten juggernaut. Edwards is one of the most notable returners on offense, while star defense lineman Mason Graham and cornerback Will Johnson headline the defense. Michigan's offensive schemes could look the same with Sherrone Moore stepping in for Harbaugh, meaning Edwards will have a chance to become an even larger household name as his role increases in 2024. 

It seemed logical that the video game cover would feature a member of the reigning champions, and Edwards certainly fits the bill as the headliner of a new-look Michigan roster.

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