Course Scheduling’s Impact on the NCAA Core GPA of Male Student-Athletes

Abstract

The purpose of this causal-comparative study was to examine the impact scheduling physical education courses beyond the graduation requirement had on male, high school student-athletes’ NCAA Core GPA. Specifically, the study determined if there was a negative relationship between the number of physical education courses taken and the NCAA Core GPA of male student-athletes at their time of graduation. Participant transcripts (N = 145) were recruited from one high school in the Lowcountry of South Carolina. Descriptive and inferential statistics were run to offer insight into the population being studied and determine relationships between and among variables to include t-Tests, regression analyses, and single factor ANOVAs. Findings from the inferential statistics indicated a significant, negative relationship between the number of physical education courses taken by the student-athlete and his NCAA Core GPA upon graduation. There was a significant relationship between race and the number of physical education courses scheduled, and Black student-athletes’ NCAA Core GPAs were found to have a statistically significant, negative relationship with the number of physical education courses scheduled. White student-athletes had a positive relationship with PE courses scheduled, though not statistically significant. Findings suggest there is an important relationship between physical education courses taken, NCAA Core GPAs, and race.