Historical Perspective On Student Athletes
Competitive intercollegiate sports were not introduced into post secondary education in the United States until the nineteenth century. The first popular collegiate sport was crew but this was short lived as high media coverage and scholarships made football a lucrative industry in the late 1880s. As interest in football grew so also did its aggressiveness and thus its resulting injuries. The NCAA was born out of President Theodore Roosevelt's demand to reform college football. He wanted this because football was an extremely rough sport which caused many serious injuries. Since the 1930s the relationship between sports and universities have been turbulent.
Since the 1930s the media's coverage of sports has proven to be a big time revenue earner for schools' sports programs. This coverage of sports draws attention towards the schools and this in turn not only affects the financial capabilities of the institution but also its enrollment. To deal with many of the ills within intercollegiate sports the NCAA has put together a number of pieces of legislation. In the past two decades, the NCAA has implemented several landmark policies to address some of the persistent concerns about the role of intercollegiate athletics in post-secondary education and the conflicting demands faced by student athletes, notably Proposition 48.
Read more about this topic: Student Athlete
Famous quotes containing the words historical perspective, historical, perspective, student and/or athletes:
“Reason, progress, unselfishness, a wide historical perspective, expansiveness, generosity, enlightened self-interest. I had heard it all my life, and it filled me with despair.”
—Katherine Tait (b. 1923)
“The analogy between the mind and a computer fails for many reasons. The brain is constructed by principles that assure diversity and degeneracy. Unlike a computer, it has no replicative memory. It is historical and value driven. It forms categories by internal criteria and by constraints acting at many scales, not by means of a syntactically constructed program. The world with which the brain interacts is not unequivocally made up of classical categories.”
—Gerald M. Edelman (b. 1928)
“I know that you, ladies and gentlemen, have a philosophy, each and all of you, and that the most interesting and important thing about you is the way in which it determines the perspective in your several worlds.”
—William James (1842–1910)
“It is clear that everybody interested in science must be interested in world 3 objects. A physical scientist, to start with, may be interested mainly in world 1 objects—say crystals and X-rays. But very soon he must realize how much depends on our interpretation of the facts, that is, on our theories, and so on world 3 objects. Similarly, a historian of science, or a philosopher interested in science must be largely a student of world 3 objects.”
—Karl Popper (1902–1994)
“The quality of American life is an insult to the possibilities of human growth ... the pollution of American space, with gadgetry and cars and TV and box architecture, brutalizes the senses, making gray neurotics of most of us, and perverse spiritual athletes and strident self-transcenders of the best of us.”
—Susan Sontag (b. 1933)