Is it Fun to Run?
Off To College: The Life of an NCAA Athlete
In researching NCAA track and field athletes, I selected three females and three males to interview. The athletes currently attend the University of Notre Dame (University of Notre Dame Official Track and Field Website) and represent a wide range of personal and competitive track backgrounds. Because the athletes compete in different track and field events, their responses differed with regard to general questions about the way practices were conducted. While most of the team practices at the same time in different groups (based on event), some event groups hold practices at separate times. Distance runners alternate between long runs, mile repeats, and speed workouts. Their practices include broken up stretching and meetings with coaches to discuss specific goals and performances. Throwers and other field event participants focus less on stretching and warm-ups and more on weight lifting, event specific circuits, and practice in the field. Sprinters, a separate group, perform speed workouts and strengthening exercises tailored to their specific distance and events. Practices and "team dynamics" are divided and highly specialized according to event. Some athletes who participate in multiple events attend varied practice sessions.
With respect to the coaches, each tends to behave similarly with a few variations in personality among individuals. All of the coaches were described as approachable and committed to the team. All coaches were described as performing tasks that included athlete evaluations during practices and competitions, vocal advice during competitions, and performance reviews after races or events. In general, the college athletes said their event coaches make their expectations quite known to each athlete. After performances, good or bad, coaches of all events seem to offer detailed critiques and advice. Some coaches vary in their reactions. For example, the distance coach shows disappointment after a poor race but never gets angry, while the throwing coach becomes obviously and vocally angry after poor performances. One thrower explained, "If I throw poorly, I worry about coach getting angry." None of the athletes felt that the coaches enforced positive or negative consequences after a competition; instead, they stick to preplanned workouts.
Expectations
College Male (Non-Big East Qualifier)
Here is an example of two male athletes and their expectations for the season. While one has struggled through two seasons with little improvement or success, he remains optimistic about the future. At this point, he expects himself to finally run consistently and put together several quality races. He focuses most strongly on his own career and how he needs to improve and succeed over the next two years. The other participant, a male thrower who has qualified for the Big East Championships, also strictly sets expectations and goals upon himself. He looks to maintain his current level of performance and, if possible, take his ability even further. Both these individuals, while varied in their success at this point, strictly focus on their own personal goals for the upcoming year.
Each of the interviewed athletes were asked to articulate the expectations that they have for themselves. They were also asked to mention any outside expectations from other individuals. The NCAA athletes all focus on achieving high levels of performance set by themselves, their coaches, and, in some instances, their team. Further, each athlete hopes to practice well, improve his or her personal records, and qualify for or excel at the Big East Championships at the end of the season. Athletes said that coaches and teammates objectively recognize and comment on their good and poor performances. However, little reference was made to outside team expectations as compared to the responses of high school athletes. Aside from one's own personal motivation, coaches were mentioned by each athlete as a major source of external expectations.
Much like high school athletes, the NCAA participants said that they felt little pressure from their families. Four of six participants expressed that their families were proud of them for their achievements so far and encouraged and supported them without adding any undue pressure. However, college athletics bring the element of scholarships into play. Two participants stated that their parents expect continued participation and success because school funding depends on doing so. As one male said, "My parents would be mad because I came to Notre Dame because of Track and Field."
The particular expectations each athlete held for him or herself illustrated much variation. However, the most notable element missing from all but one participant's response involved some mentioning of the team goals or accomplishments. One female explained that she and her teammates "all believe we should do well." In this instance, the role of the team moves from simply an objective source of advice to a deeper entity that supports and believes in one another. The only athlete to mention a real sense of team accountability happened to be a female. However, because only one participant made such a reference, it is difficult to say whether or not gender plays a role in the team atmosphere of NCAA track and field.
Why Participate?
College Male (Big East Qualifier)
The final element explored throughout the interviews conducted with Notre Dame track athletes examines why each individual participates in a Division I track program and how track falls in his or her priorities. Once again, the most noticeable trend found in the responses of the participants involves a strong emphasis on the individual over the team. This is not to say that all NCAA athletes compete solely for individualistic reasons and find no enjoyment or gain from team membership. Instead, this study simply illustrates the fact that when considering the motives for participation in track and field, the majority of these college athletes did not even mention the influence of the team. Their immediate responses generally mentioned aspects of the sport that bring some physical or emotional gain that can be accomplished without the presence of any teammates at all.
Athletes recognize that participating at the college level forces them to remain extremely committed to track and cited the sport as a top priority along with faith, family, and academics. Generally, athletes expressed that participating in track at Notre Dame has demanded that they forgo some social activities and manage their time wisely in order to balance track and academics. Several athletes further explained that the physical and mental demands of track make it hard to stay motivated and enthusiastic about attending practice but, in order to survive on the collegiate stage, track and field must remain a priority. As one male thrower stated, "College forces you to take track seriously."
While the Notre Dame athletes interviewed have different personal backgrounds and participate in different track events, their appreciation of and dedication to track and field is similar. This may simply result from the fact that anyone lacking this dedication and commitment will likely fail to maintain a place on the Division 1 program.
NCAA Logo: NCAA Logo. Digital image. The Official Website of the NCAA. CBS Interactive, 2010. Web. 23 Mar. 2010.
<http://www.ncaa.com>.
With respect to the coaches, each tends to behave similarly with a few variations in personality among individuals. All of the coaches were described as approachable and committed to the team. All coaches were described as performing tasks that included athlete evaluations during practices and competitions, vocal advice during competitions, and performance reviews after races or events. In general, the college athletes said their event coaches make their expectations quite known to each athlete. After performances, good or bad, coaches of all events seem to offer detailed critiques and advice. Some coaches vary in their reactions. For example, the distance coach shows disappointment after a poor race but never gets angry, while the throwing coach becomes obviously and vocally angry after poor performances. One thrower explained, "If I throw poorly, I worry about coach getting angry." None of the athletes felt that the coaches enforced positive or negative consequences after a competition; instead, they stick to preplanned workouts.
Expectations
College Male (Non-Big East Qualifier)
- After frustrating career, just to run well
- Match the times of his teammates
- Much left to accomplish
- Re-Qualify for Big East Championships
- Throw well on a consistent basis
- Improvement at every meet
Here is an example of two male athletes and their expectations for the season. While one has struggled through two seasons with little improvement or success, he remains optimistic about the future. At this point, he expects himself to finally run consistently and put together several quality races. He focuses most strongly on his own career and how he needs to improve and succeed over the next two years. The other participant, a male thrower who has qualified for the Big East Championships, also strictly sets expectations and goals upon himself. He looks to maintain his current level of performance and, if possible, take his ability even further. Both these individuals, while varied in their success at this point, strictly focus on their own personal goals for the upcoming year.
Each of the interviewed athletes were asked to articulate the expectations that they have for themselves. They were also asked to mention any outside expectations from other individuals. The NCAA athletes all focus on achieving high levels of performance set by themselves, their coaches, and, in some instances, their team. Further, each athlete hopes to practice well, improve his or her personal records, and qualify for or excel at the Big East Championships at the end of the season. Athletes said that coaches and teammates objectively recognize and comment on their good and poor performances. However, little reference was made to outside team expectations as compared to the responses of high school athletes. Aside from one's own personal motivation, coaches were mentioned by each athlete as a major source of external expectations.
Much like high school athletes, the NCAA participants said that they felt little pressure from their families. Four of six participants expressed that their families were proud of them for their achievements so far and encouraged and supported them without adding any undue pressure. However, college athletics bring the element of scholarships into play. Two participants stated that their parents expect continued participation and success because school funding depends on doing so. As one male said, "My parents would be mad because I came to Notre Dame because of Track and Field."
The particular expectations each athlete held for him or herself illustrated much variation. However, the most notable element missing from all but one participant's response involved some mentioning of the team goals or accomplishments. One female explained that she and her teammates "all believe we should do well." In this instance, the role of the team moves from simply an objective source of advice to a deeper entity that supports and believes in one another. The only athlete to mention a real sense of team accountability happened to be a female. However, because only one participant made such a reference, it is difficult to say whether or not gender plays a role in the team atmosphere of NCAA track and field.
Why Participate?
College Male (Big East Qualifier)
- "I've been doing it for six years"
- Love of competition
- "It keeps me busy"
- Running feels therapeutic
- "I have the chance to push myself"
- A way to expend excess energy
- "It's part of my lifestyle"
- "I enjoy the 14 seconds of racing that shows off hours of my training"
- Physical and Mental Challenges
- Pays for education
- Exercise is enjoyable
- Love for competition
- "It's fun!"
The final element explored throughout the interviews conducted with Notre Dame track athletes examines why each individual participates in a Division I track program and how track falls in his or her priorities. Once again, the most noticeable trend found in the responses of the participants involves a strong emphasis on the individual over the team. This is not to say that all NCAA athletes compete solely for individualistic reasons and find no enjoyment or gain from team membership. Instead, this study simply illustrates the fact that when considering the motives for participation in track and field, the majority of these college athletes did not even mention the influence of the team. Their immediate responses generally mentioned aspects of the sport that bring some physical or emotional gain that can be accomplished without the presence of any teammates at all.
Athletes recognize that participating at the college level forces them to remain extremely committed to track and cited the sport as a top priority along with faith, family, and academics. Generally, athletes expressed that participating in track at Notre Dame has demanded that they forgo some social activities and manage their time wisely in order to balance track and academics. Several athletes further explained that the physical and mental demands of track make it hard to stay motivated and enthusiastic about attending practice but, in order to survive on the collegiate stage, track and field must remain a priority. As one male thrower stated, "College forces you to take track seriously."
While the Notre Dame athletes interviewed have different personal backgrounds and participate in different track events, their appreciation of and dedication to track and field is similar. This may simply result from the fact that anyone lacking this dedication and commitment will likely fail to maintain a place on the Division 1 program.
NCAA Logo: NCAA Logo. Digital image. The Official Website of the NCAA. CBS Interactive, 2010. Web. 23 Mar. 2010.
<http://www.ncaa.com>.
Source: Henning, Marc F. 2009. Photograph. NCAA Outdoor Track and Field Championships (Day 1), Fayetteville, AK. In The Loupe: A Photojournalist's Blog. 11 June 2009. Web. 23 Mar. 2010. .
