Are Athletic Practices Correlative

to Academic Success?
MYP Personal Project !

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Timur Turksoy - 6 Feb 2015!
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"Opportunities don't happen. You create them." !

-Chris Grosser

MYP PERSONAL PROJECT - TIMUR TURKSOY

Table of Content:!
1). Abstract! !

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Page 11!

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Page 16!

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2). MYP Personal Project: What is it?!
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3). Indicators of Academic Success !
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I. Grade Point Average (GPA)!
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II. Attendance Rate %!
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III. Graduation Rate %!
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IV. Drop out Rate %!
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4). NIAAA: National U.S. findings !
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I. Data collection method
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II. Athletes vs. Non-Athletes!
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5). The Benefits of overall Athletics !
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I. Health!
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II. Psychological!
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III. Social!
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VI. Demand for balance!

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10.) IICS: A first hand insight !
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11.) Conclusion: A final word!
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11.) References !

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MYP PERSONAL PROJECT - TIMUR TURKSOY

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2

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Abstract!

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Athletics have had a tremendous impact on todays world. It educates people in the
game and shapes people into physical, as well as mental health. This case study aim to
create a thorough case-study which will clearly separate fact from personal opinion, with
the aim to achieve a clearer perception to which degree athletics benefits student learning,
rather than hindering it. Through the up taking of a previous case study, the data supplied
by the NIAAA and Dr. Anthony G. Price, Jr. are fully accredited to them, respectively.
Upon four NIAAA indicators of graduation rate, attendance rate, drop out rate and GPA,
a final decision will be met based on the validity of this controversial belief. This research
paper furthermore aims at uncovering a potential causation, given that a correlation, if
found, is solid enough. This case study, which will clearly outline the affects that frequent
athletics have on academics as well as characteristic traits gained through sports in
adolescent children. The Global Context that my Personal Project falls under most
appropriately is Identity and Relationships. !

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MYP PERSONAL PROJECT - TIMUR TURKSOY

MYP Personal Project!

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Upon nearing the completion of the International Baccalaureates Middle Years
Program, students within Year 10 are given the opportunity to showcase their allocated
skills through the independent research based Personal Project. One could say that the
Personal Project is the graduation from MYP to the full Diploma Program. The Personal
Project in itself requires the student to pick a field in which he or she is passionate for, and
essentially produce a product to promote or tackle a problem existing currently. Although
students do not require knowledge based prerequisites, they must be willing to fulfil the
gaps of essential knowledge if needed.!

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Upon approval of the executive board, the student proceeds to Investigating stage.
During this phase, the student is to research the sources that are most appropriate, and
begin considering with what resources he or she should be creating their product.
Furthermore, the student is required to reject or accept certain sources; a process which
shows the assessor the critical thinking skills the student possesses in terms of identifying
limitations, bias or even credibility in sources. It proves the students ability to investigate,
their ability to uncover information from a variety of sources, and furthermore put it to
appropriate use. The student is required to outline a series of approximately 10 questions,
which shall further be developed into task-specific specifications for the future product/s
Based on these questions, the student will investigate accordingly in order to create a
product that is most appropriate in terms of what needs to be achieved and in which
manner. !

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After the essential gaps have been filled with the needed information, the student
begins the Planning stage. The student is set out to make a detailed plan in which
outlines what needs to be done, where it needs to be done, how, and with what resources.
This created plan will serve the student as a valuable asset whilst creating the product,
such that the student knows when he or she is behind on what needs to be done. The plan
should be constructed in such a way that it offers solutions to the problems at hand, if any,
and therefor the student should have the entire process for the product outlined in perfect
detail, whilst considering the possible obstacles and factoring in the appropriate time to
flaw out these issues. !

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The student then proceeds to Take Action, in which the student creates their
product according to plan, and showcases it as a final product in the Exhibition. This
includes testing the products quality to your specifications, followed by a general
reflection of your exhibition, process journals, and a final report of max. 3500 words.!

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MYP PERSONAL PROJECT - TIMUR TURKSOY

Variables for Academic Success!

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Success is without a doubt, a highly personalised sense of achievement. It is
referred to as an opinion, rather than a statement; regardless of what the beholder possess
through their so called success. Whilst the general public may argue that success in
itself is a portrayal of accumulated wealth and status, to those whom are accredited to this
success it may simply reflect their lifes achievement, solely rewarded upon by society.
Success furthermore does not exist in one shape or form, yet varies based on the personal
ambitions that one may have in terms of their goals. For the purpose of this case study, I
will be focusing on the success a student has throughout his academic life, and how such
may be affected through their practices; specifically in field for success through athletics. !

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In any case, success, whether corporate, academic, or athletic, can not entirely be
measured through mere indicators. However, nevertheless are certain aspects of success
considerably measurable; through statistics. According to the National Interscholastic
Athletic Administration Association (NIAAA), academic success can be narrowed down to
four indicators, which best exemplify the range of academic achievement. These
indicators do not incorporate all factors that add up to academic success, however they
are an end portrayal in respect to where the student stands upon completion of his high
school degree. These indicators furthermore do not entirely consider the social, health, or
economic issues one may face, respectively large limitations, however nevertheless do
statistics falter to show surprising results. Below are explanations as to the purpose of the
indicator, why it is an indicator, and how the NIAAA used it in terms of making statistical
calculations. !

Grade Point Average !

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The classic measure of academic competence, is the students Grade Point Average.
Though there is no limit to what forms intelligence the student may have, the grade point
average does exemplify the students determination and willingness to achieve in the
given institutions parameters. It gives higher education institutes an idea of the students
dedication to the education they were entitled too. It is a solid representation also, not
only of their final scores, however on the development or declines their levels of
performance over the years 9-10-11-12. Although academic performance is oft influenced
heavily through the relationships that students have with their parents, as well as
teachers, it does in final show what the student is capable of producing in four years. The
grade point average is furthermore a solid reflection of academic success, because the
grades unlike attendee or graduation probability reflect the work persistency and
achievement of the student. !
Calculated by NIAAA-!

Grade Scale
Grade

A+

A-

B+

B-

C+

C-

D+

D-

Points

4,3

4,0

3,7

3,3

3,0

2,7

2,3

2,0

1,7

1,3

1,0

0,7

0,0

MYP PERSONAL PROJECT - TIMUR TURKSOY

Attendance Rate (%)!

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The first step to being successful in anything you do, is to show up. The attendance
rate is a critical aspect to academic success, simply because it can be causative to hindered
learning. Without a doubt are students fully capable of recreating the needed elements to
their learning at home from websites or videos, yet it is the school environment, the
student to teacher relationship and ultimately your presence in the room which allow
your brain to connect knowledge with experience, and thus, increase your long-term
memory over information which may become essential to you in life. The average daily
attendance (ADA) rate is taken by the NIAAA as both a measure of commitment to
academics, as well as personal involvement in student based responsibilities. Furthermore
the ADA is taken measure, as part of the case study relies on athletic involvement on
campus. As you are required to show to practice to be credit, the attendance is crucial.!

Calculated by NIAAA-!

Days attended Days of teaching= Attendance %!

Graduation Rate (%)!

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The graduation rate is the ultimate portrayal of success. Simply so, given that
primary goal of attending high school is the accreditation of a diploma in any level of
education. In respect to attaining the IB diploma, a highly regarded system throughout the
world, one must achieve a collective minim of 24 points from 6 courses, including TOK
(Theory of Knowledge) and Extended Essay. Receiving ones diploma in any level of
education proves you as an individual were able to meet the requirements of the
institution to which you attended, regardless of your obstacles or extracurricular
involvement. The graduation rate furthermore lets us find an average of the schools
ability to educate students into graduation. For the purpose of this study however, the
graduation rate is used primarily in order to distinguish athletes from non-athletes, and
with this analyse which of the two groups has a higher rate of graduation. This statistic, in
respect for the use of the NIAAA and myself, will look at the separate graduation rate of
students involved in athletics versus those who have been non-athletic in their high
school years. !

Dropout Rate (%)!

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The dropout rate is in essence a portrayal of failure. Despite general terms, for
which the dropout rate would be accredited to a whole institution for students failing to
achieve the required minim, the NIAAA used this indicator to measure the amount of
students which failed with or without athletic practice. With this, the NIAAA rationally
looked for an indicator that would determine if non-athlete were more prone to academic
failure, in turn to those who did have practices athletic practices. !

Calculated by NIAAA-!
16-24 year olds not attending high school &/or failed achieving a diploma in ratio to those
that did. !

MYP PERSONAL PROJECT - TIMUR TURKSOY

N.I.A.A.A: U.S National Findings!

Data collection method:

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The National Interscholastic Athletic Administration Association, abbreviated
NIAAA, along with Dr. Anthony G. Price, Jr. published a case study during 2011-2012,
named A national study examining the correlation between athletic involvement and academic
success Within the case study, upon acceptance of 961 academic institutions across the
United States, the attendance rate, drop out rate, graduation rate and GPA of
approximately 700,000 students were taken into consideration to reach the conclusion that
academic success, based on four indicators, are in fact, correlative to academic success. !
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The NIAAA is a non-profit organisation that works with athletic directors, and
offered professional development in order to enhance education opportunities,
advocating ethics and developing leaders for future communities. The NIAAA in itself has
its own degree of certificate which may be awarded to those directors which completed
the benefits of the NIAAAs program. Dr. Anthony G. Price worked alongside the NIAAA
to allocate as much data from 49 states across America, in order to conduct a national case
study. Instead of looking solely at the athletic involvement vs. non-athletic involvement
per student body, Dr. Anthony G. Price on a national scale compared those academic
institutions whose student body involved itself more than 50% athletically, versus those
who did not. Through this, Dr. Anthony G. Price considerably split the American nation
into schools which had more than 50% athletic involvement from the student body, and
therefor generalised on a high portion. However, his research and allotting of data
provides a solid insight of the impact that athletics has on institutions with >50% athletic
involvement. !

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Grade Point Average !

Average letter grade with less than 50% athletic involvement
Answer

A=4

B=3

C=2

D=1

F=0

Response
Count

Female

25

377

95

497

Male

16

268

205

497

Overall
GPA Value

164

1935

600

2.72

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Looking into the grading values, very few students were able to achieve an A and
therefor a mere GPA value of 164 for As. In the grades for achieving Bs, both male and
female were dominant in this category and allotted a total of 1935 GPA value points for
the letter grade B. C contributed another six hundred points, and D as well as F markings
seem to be apparent in these institutions. With collaboration to a total of 497 responses, on
the table that institutions with less then 50% athletic involvement had an GPA of 2.72.!

Average letter grade with more than 50% athletic involvement

Answer

A=4

B=3

C=2

D=1

F=0

Response
Count

Female

69

353

20

442

Male

44

324

71

442

Overall
GPA Value

452

2031

182

3.01

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With a collaboration to a total of 442 responses, on the table institutions with more
than 50% athletic involvement had an overall GPA of 3.01. In the letter grade for A,
students performing at a 50% or above athletic directed institution had nearly 3x the
amount of As awarded for both male and female participants. The B grade, unlike the
large skewer for distribution amongst sexs in the table above, have a quite balanced
distribution of Bs. The majority of the GPA overall value is thus generated from both the
As and Bs, with another 182 from a few Cs. Looking into the value for D grades, no
students were awarded a D; thus hinting that the 3 Fs within the last column are
anomalies of data. !

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Through this comparison of raw GPA, we are able to take away that institutions
whose student bodies are centred up to 50% more around athletics, perform higher in
achieving grades in both As and Bs. There is a GPA difference of 0.29, which is
considerably high enough not to be ignored. It should also be noted that while students
with 50%> athletic involvement had 3 times as many As as those compared to institutions
with 50%<athletics. Despite the three Fs found in the last column, given that we are
presented with no Ds, it should seem sensible to deem them as anomalies in data rather
than relevant points.!

MYP PERSONAL PROJECT - TIMUR TURKSOY

Graduation Rate (%)!

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The graduation rate (%) is represented as the percentage of institutions which had
what percentile of graduation rates. This means that only 27,4% of the institutions had a
graduation rate of 98-100% across the nation whilst proving less than 50%< athletic
involvement. The trend continues as follows. !
Graduation Rates (<50% Athletic
Involvement

%6,2

98-100%
90-94%
80-84%
Below 75%

%3,2
%4,6

95-97%
85-89%
75-79%

%27,4
%11,9

%22,7

%23,9

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Taking a look at the graduation rate of lesser athletically involved institutions in the
United States, we are able to see that 27,4% of the seniors made it to graduates from an
institution that had a graduation rate of 98-100%. 23,9% of the seniors made it to
graduates from an institution which had a graduation rate of 95-97%. Similarly enough,
students with 22,7% where able to graduate within the 90-94 percentile. This number
halves down to 11.9% for the 85-89 percentile, and only begins to decrease drastically from
that point forth. This indicates that out of the possible 497 graduations, 368 or 74% of
students at an institution graduated from an institution with an overall graduation rate of
90% or >. There were thus, a total of 136 graduate students graduating in the 98-100% out
of a total of 497. 70 students of this 497, or 14% of these students graduated under the
Graduation Percentile for <50% Athletic Involvment Schools
Percentile

98-100%

95-97%

90-94%

85-89%

80-84%

75-79%

Below
75%

Graduate %

27,4

23,9

22,7

11,9

6,2

4,6

3,2

Student Count

136

119

113

59

31

23

16

Total

497

MYP PERSONAL PROJECT - TIMUR TURKSOY

Graduation Rates (>50% Athletic

Involvement

Contrary to the previous

example, the 98-100
98-100%
95-97%
percentile dominates with
90-94%
85-89%
%0,7
80-84%
75-79%
%4,1
nearly triple the graduates
Below 75%
%2,5
at 66,7%. With a total
%7,0
student graduation of 295
%1,1
from this percentile, like
the grade point average
the institution with >50%
%17,9
athletic envelopment
nearly outperforms the
%66,7
lesser athletically involved
school by triple the value.
As a matter of fact,
combining the last highest
two percentiles of the
graduation percentiles is
as a matter of fact still less
than institutions with 50% or more athletic involvement manage to graduate. In respect to
the percentile of 90-94$, this section is able to graduate the same amount of students (31)
at the third highest percentile, which the schools on average manage to graduate at a
whole 10% lower percentile (80-84%-41).!

In respect to the the schools which have less than 50% athletic involvement, institutions
which have over 50% student athletic involvement graduates a higher amount of seniors
at the 98-100% percentile than the other institutions have after putting together their
98-100, below 75, all the way up to 85-89%. We can therefor say that the amount of
graduates, and the percentile of graduation for institutions that offer 50% athletic
involvement or more, are considerably higher than those institutions whose students are
less involved.We furthermore can deduct thus, that an increased amount of athletic
involvement positively correlates not only to the general graduation rate, however rise the
class average graduation rate over 66,7% !
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Graduation Percentile for >50% Athletic Involvment Schools
Percentile

98-100%

95-97%

90-94%

85-89%

80-84%

75-79%

Below
75%

Graduate %

66,7

17,9

4,1

2,5

1,1

0,7

Student Count

295

79

31

18

11

Total

442

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MYP PERSONAL PROJECT - TIMUR TURKSOY

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Benefits of Overall Athletics!

In order to better understand as to why athletics have a seemingly positive impact on
students, factors of how overall athletics benefit us require understanding. Despite
everyday cliche remarks of the countless benefits of athletics, this section serves to
enlighten the possible benefits which could be responsible for the academic success of
students. !

Health!
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First and foremost, athletic practices are most recognisable through their ability to
positively impact our health. Most notably, athletics decrease blood pressure and
drastically reduces risk of cardiovascular disease. Through athletic practices, the
cardiovascular system is strengthened and furthermore helps prevent the development of
type 2 diabetes. Athletics are accredited to the release of the human growth hormone
(HGH) and improving our quality of sleep; both of which are are essential aspects for
cognitive and physical development in adolescents. Furthermore it should be noted that
through persistent athletic activities, the increase in strength, cardiovascular endurance,
flexibility, and mental health all may contribute to longevity. !

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In respect to one of the worlds largest growing health concerns, obesity, athletics is
the most effective combatant. According to the World Health Organisation, in 2013, 42
billion children under the age of 5 were overweight or obese in respect to their Body Mass
Index (BMI). In the United States alone, in a thirty year period between 1980-2012, the
percentile of adolescent obesity (12-19) quadrupled to a total 21%. A study from the
Centers for Disease Control (CDC), found that children aged 5-19 already are at a 70% risk
of at least one cardiovascular related disease. After imposing serious threats to overall
sleep cycle, bone development, and developing pre-diabetes, obesity doubles the risk of
becoming a victim to depression.!

Psychological!
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Undoubtably one of the largest factors that contribute to a students academic life is
his or her psychological health. Students that suffer under mental illnesses, such as
depression or social anxiety, can not be expected to outperform a mentally stable student.
It is quite common knowledge that through exercise the brain releases a hormone known
as endorphin. Endorphin is a hormone that acts as a sedative to nerves perceiving pain
around the body. Under MRI scans, the brain reacts similarly to a rush of endorphin as it
does to morphine; with a sense of euphoria. Through the release of this hormone, people
show reduced levels of stress, anxiety, and in some cases decreased levels of depression.
As this creates a sense of emotional well-being, like art, meditation or poetry, practicing
athletics is a highly unused method of release and stress control.!

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In our post-modern era, it is essential to find ways for students and professionals
alike to alleviate their stress through one form or another. The respect to a combination
with health benefits, using athletics as a psychological stimulant profoundly increases

MYP PERSONAL PROJECT - TIMUR TURKSOY

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self-esteem and through time, general comfort with ones body. Studies suggest that
female students who are athletically active are less prone to smoke, be depressed, use
illicit drugs and have teen pregnancies. !

Social:!
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Through the newly grained relationships that students create upon practicing
athletics, with time athletes develop a stronger sense of self confidence, and higher self
esteem. They have a more well rounded social field, show greater family attachment, and
statically are less prone to risky behaviour. Male, as well as female athletes have a lower
tendency to use illicit drugs, commit crime, and commit suicide. The presumably largest
benefit or to training in athletics is not only the allegations it offers, however the room of
growth for the young character. Sports don't only shape character, they reveal it. Students
who are able to follow an oddly form of discipline on the field, and learn through
experience that the three Ps,
PERSISTENCE, PRACTICE, PATIENCE, are applicable to any field. It is this transfer of a
mindset strongly centred around achieving success, regardless of academic or athletic,
that gives athletes the upper hand when it comes to confidence, determination and
ultimately ambition. The importance of this information is often not regarded. Through
the practice of sports, not only are we increasing our physical health, cancelling our risk
for both mental and physical disease, however we are building a social character which
learns to cope the real social challenges of the mature population. !

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MYP PERSONAL PROJECT - TIMUR TURKSOY

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Relation to Istanbul International Community School!

The Istanbul International Community school, abbreviated IICS, has a strong standing
history as the first international school within Istanbul, established in 1911. IICS
furthermore is the only international school within Istanbul to be fully accredited and
recognised by the International Baccalaureate (IB), Commission on Independent Schools
(CIS), and the New England Association of Schools and Colleges (NEASC). IICS strongly
encourages student involvement in athletics, and other extracurricular practices to further
strengthen social relations between teachers, as well as students. !

The IICS Dolphin Awards, awarded to students based on various degrees of academic
excellence, not only takes into consideration the students attendance rate, Approaches to
Learning (ATL), and their GPA, however furthermore their season involvement in
extracurricular activities. In cooperation with the school, the data set below offers direct
insight on how students perform academically, versus their athletic involvement. Athletics
at IICS are split into a total of three seasons (Trimesters), giving students the opportunity
to be involved in a series of sports throughout the year, including: cross country, football,
badminton, basketball, volleyball, and softball. Students are given the possibility to
participate in a range of sports, without confinement to a single athletic practice or
experience.!
Extra-Corricular Involvement vs. Grade Point Average
No Involvement

One

Two

Three

5,3

5,15

5
4,5

4,6

4,6

Grade Point Average

4,33

4,3

1,5

2013/2014

2014/2015

Extra-Corricular Involvement (Season)

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Analysis of Data!
It is striking to find that the grade average of students rises according to the level of
athletic involvement. In the school year between 2013/2014, students with no athletic
involvement had an average grade of 4.33/ 7.0. Students which involved themselves to
one trimester worth of athletics, (3 months), showed an increase of 0.27 contrary to those
with no involvement. Students which involved themselves to two trimesters worth of
athletics, showed an average grade of 5.0/7.0. This is evident in the 0.67 increase in the
average grade to those with no involvement, and 0.40 to those with only one trimester.
Finally, students whom involved themselves to three trimesters worth of athletics, had an
average grade of 5.3/7.0. In respect to students with no involvement, students
participating within all three trimesters for athletics showed an overall increase of 0.97 in
their average grades; nearly 1 entire mark. !

Grade Point Average Growth

Grade Point Average (GPA)

2013/2014
Predicted Growth

2014/2015

4,5

1,5

0
No Involvement

One

Two

Extra-Corricular Involvement (Season)

Three

Statistically looking at the trend for

increase between each trimester, it
becomes evident that each semester
of evolvement for students at IICS
increased the grade average by 0.32
per trimester of involvement. This
comes to show that not only do
grade averages increase based on
athletic practice versus non-athletic
practice, however furthermore the
level of involvement impacts the
magnitude of grade average
increase. This indicates that a
student participating in three
semesters worth of athletics will
benefit more from their athletic
involvement, contrary to those with
one trimesters involvement, at
IICS.!

In respect to the progressing school year of 2014/2015, the data is yet to be completed.
Regardless of the limitation of data, the exact data values are becoming apparent for the
second year of recording. Students with no athletic involvement, again currently portray
an average grade of a 4.30/7.0. Students who were involved within two trimesters worth
of athletics, in contrast to the pervious year, show a notable increase of 0.1 in the current
grade average of students. While students participating within 2 semesters worth of
athletics last year (2013/2014) had a grade average of 5.0/7.0, the students of this year
(2014/2015) are currently exceeding this. If the current rate of growth between average
grade and trimester involvement is to continue as expected, then the numeric average

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prediction, represented in turquoise, will reflect an average grade of 5,5075/7.0 for three
trimesters worth of athletic participation, respectively. !

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In terms of discussing percentiles, students in the school year of 2013/2014 with no
athletic involvement had 23% lower grade averages than those students with all three
trimesters. In respect to the predicted growth for the third trimester numeric grade
average in year 2014/2015, students with three semesters are expected to outperform their
non-athletic students by a total of 28%. In consideration to the percentile, a total of 23-28%
of grade supremacy over non-athletes, this is a staggeringly high percentile. 23-28%
increase of the grade average is worth a total of 1/4th higher than non-athletically
participating students. Although each student and individual has their own aptitudes for
various activities, a predicted 28% increase average grade average should at least raise
questions as to if these findings, both at IICS, NIAAA, and all over the world, are worth
believing and getting ourselves involved in more extracurricular activities. !

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MYP PERSONAL PROJECT - TIMUR TURKSOY

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15

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Conclusion!
Maslows Hierarchy of Needs!
In respect to health, psychological,
and social benefits that have been
discussed, how do they fall into
place such that they may benefit the
student? !

Presumably, Abraham Maslows

most notable theory was that in 1943;
the hierarchy of needs. The hierarchy
of needs, just as a food pyramid
breaks down the human needs we
have in their basic priority levels.
Through the alleviation of stress,
anxiety, and increased sleep, the
student may find that his overall
Physiological needs, their most basic, already met. Through the increase of social
interactions through organised sports and attending regular athletic practices, the athlete
has a sense of prestige, a place in society and surrounded by potential friends. As these
requirements have an overall high chance of being met through the participation of
athletics, especially organised athletics, the basic and overall psychological needs of the
student are met. Upon the meeting of those requirements, the student and athlete may be
at their social peak in terms of self-confidence, self-esteem, a sense of social security, relief
of stress, increased sleep, a healthier body and above all, content. With these essential
building blocks built up on through athletics, the student then begins self-actualisation.
Located at the very top, the self-actualisation becomes the ultimate display of proving
oneself and achieving more, a determination for success, higher social status, and above
all coming to ones full potential. !

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Furthermore, it must be considered that the case study in itself required for data to
be retrieved through an online survey sent to thousands of American schools that sponsor
interscholastic athletic programs. Thus, sole reliability of the data requires questioning in
terms of validity for persistence of measurement. Thus, despite measuring 500,000750,000 students from a total of 961 schools, this case study is confined in terms of
applicability to the United States. In order to expand my field of application, I was able to
successfully support my evidence from Dr. Anthony G. Prices extended work with
NIAAA, with that of our own school community. !

I am inclining to believing that the basic, and ever repeating correlation between athletics
and academics, are influenced partly through the causation of fulfilling the hierarchy of

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needs. Although coronations simply are the interdependence of two variables, which both
graduation rates and GPAs have given us solid evidence of, they simply affect one
another. It is only the causation that argues specifically how a correlation may be
explained. I have gone back and forth between settling on correlation or causation, yet
only now have come to the decision that despite being a strong correlation, i believe that
athletics create the social, psychological and health based environment students require
for excelling. Therefor despite being of strong correlation, I am beginning to feel inclined
reject that simply doing increases your performance at academics, a direct correlation, yet
embrace and strongly believe that the benefits from participating in athletics, moreover
team organised sports, educates and shapes athletes to transfer their mindset for success
and ambition to the classroom.!

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References!
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News Bureau | University of Illinois." Elite Athletes Also Excel at Some Cognitive Tasks. Http://

news.illinois.edu/, n.d. Web. 13 Mar. 2015.!

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Green, C. S., and D. Bavelier. "Exercising Your Brain: A Review of Human Brain Plasticity and Training-

Induced Learning." Psychology and Aging. U.S. National Library of Medicine, n.d. Web. 13 Mar. 2015.!

3.

Hutchinsonhttp://www.runnersworld.com/, Alex. "Brain Plasticity in Skill vs. Endurance Sports."

Runner's World & Running Times. Http://www.runnersworld.com/, 27 Jan. 2015. Web. 13 Mar. 2015.!

4.

"The Benefits of Competitive Athletic Sports Participation in Today's Sports Climate." The Benefits of

Competitive Athletic Sports Participation in Todays Sports Climate. N.p., n.d. Web. 11 Mar. 2015.!

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"Does Athletic Involvement Improve Academic Success? - Theholmeseducationpost.com."

Theholmeseducationpost.com. N.p., n.d. Web. 12 Mar. 2015.!

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Bowen, *Daniel H. Does Athletic Success Come at the Expense of Academic Success? Daniel H. Bowen *

(n.d.): n. pag. Http://www.uaedreform.org/. University of Arkansas. Web.!

7. "Childhood Obesity Facts." Centers for Disease Control and Prevention. Centers for Disease Control and
Prevention, 11 Dec. 2014. Web. 11 Feb. 2015.!

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8. "Reduce Stress through Exercise." Human-kinetics. HUMAN KINETICS, n.d. Web. 18 Mar. 2015.!
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10. "SLASHING SPORTS: A NATIONAL STUDY EXAMINING THE CORRELATION BETWEEN

ATHLETIC INVOLVEMENT AND ACADEMIC SUCCESS." (n.d.): n. pag. Http://www.iahsaa.org/. Iahsaa.
Web.!

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11."Psychological and Social Benefits of Playing True Sport." TrueSport. TrueSport, n.d. Web. 11 Mar. 2015.!
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14."Sport and Children - Better Health Channel." Better Health Channel. Better Health Channel, n.d. Web. 17
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15."Sport Injury Blog | STOP Sports Injuries Campaign - The Benefits of Playing Sports Aren't Just Physical!"
Sport Injury Blog | STOP Sports Injuries Campaign - The Benefits of Playing Sports Aren't Just Physical!
Http://www.stopsportsinjuries.org/, 31 May 2012. Web. 18 Mar. 2015.!

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16. "Benefits of Sport." Athletics for Kids. Http://www.a4k.ca, 21 Aug. 2011. Web. 18 Mar. 2015.!

17. Chessman, Kristin. "Organized Sports Are a Home Run." SheKnows. Http://www.sheknows.com/, 01
Apr. 2014. Web. 15 Mar. 2015.!

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18. "In Like Me." Benefits of Being A High School Athlete -. Http://inlikeme.com/, n.d. Web. 18 Mar. 2015.!
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20. "Teen Depression Statistics - Teen Depression." Teen Depression Statistics - Teen Depression. Teen
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www.patient.co.uk/, n.d. Web. 18 Mar. 2015.!

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22. IICS School Statistics. Joe Lumsden!

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