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TTABLE OFABLE OF CONTENTSCONTENTS
Page
i 2003 AFCA PLAYER SURVEY INTRODUCTION
ii PARTICIPANTS
1 PLAYER PROFILE2 Sample Characteristics
3 Ethnic Origin4 Place of Upbringing
5 Family Background
8 Parents Education
9 Parents Occupation
12 Major Field of Study
14 Reasons for Playing
15 Attending College Regardless of Football
16 Selecting a College
17 Person of Greatest Influence19 Two-Sport Athletes
20 ACADEMICS21 Importance of Graduating
22 Academic Interest
23 High School and College GPAs
25 Socioeconomic Background
29 GPA and Ethnic Origin
31 SAT and ACT Scores32 Number of Test Sittings
33 College Entrance Exams and Ethnic Origin
35 When They Became Aware of NCAA Academic Requirements
36 Who Told Them About NCAAAcademic Standards
37 Prepared for College
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Contents Continued
39 ECONOMIC ISSUES40 Type of Financial Aid
41 Type of Aid by Ethnic Origin
43 Necessary Living Expenses
44 RECRUITING45 Knowledge of the Rules46 The Recruiting Process
47 Visiting an Institution
48 In-Person Contacts
49 Illegal Inducements
50 Letter of Intent
51 PERSONAL CHOICE52 Drug Use
53 Alcohol Use54 Number of Times Tested (freshmen excluded)
55 Players Are Well Informed About Perils of Drug Use
56 Legal Energy Supplements
57 OPINIONS58 What Players Like Best About College Football
59 Time Commitment to Football
61 Improving The Game
62 TODAYS COLLEGE FOOTBALL PLAYER IS A
COLLEGE STUDENT
63 APPENDIX A
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i
20032003 AFCAAFCA PLAPLAYER SURYER SURVEYVEY
INTRODUCTIONINTRODUCTION
During fall practice of 2002, the American Football Coaches Associationconducted a player survey to obtain information from todays football
playing student-athlete.
College football players were asked to provide information regarding avariety of topics that included their personal background, academicexperience, personal habits, financial resources and opinions regardingcollege football.
Survey forms were distributed to NCAA Division I-A member institutions.Players were assured anonymity and confidentiality in completing thequestionnaire, and the results were subsequently compiled, cross-tabulatedand analyzed.
Responses were received from 5,474 football players from 66 teams andrepresent a cross-section of the Division I-A membership.
The purpose of the survey is to provide information to college administratorsand coaches that will help them to better understand the interests and
perceptions of todays college football player. In addition, the data willenable those involved with college football to give consideration to the
position of the student-athlete in the development of legislation that impactsthe sport. The AFCA also hopes to educate the public about todays collegefootball player.
A special thanks to the staff of Pacey Economics Group of Boulder,Colorado for providing the statistical analysis and assistance with the
interpretation of this data.
Copyright American Football Coaches Association 2003
All Rights Reserved
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ii
PPARARTICIPTICIPANTSANTS
Air Force Northern Illinois
Akron NorthwesternAlabama-Birmingham OhioAlabama-Tuscaloosa Ohio StateArizona OklahomaArkansas Oklahoma StateArmy PurdueAuburn RiceBall State South CarolinaBaylor Southern CaliforniaBoston College Southern Methodist
Central Florida Southern MississippiCentral Michigan StanfordCincinnati TempleEast Carolina TexasFlorida State Texas A&MGeorgia Texas ChristianGeorgia Tech Troy StateIllinois TulaneIndiana TulsaIowa UCLAIowa State UtahLouisiana-Lafayette Utah StateLouisiana-Monroe VanderbiltLouisiana State Wake ForestMarshall Washington StateMaryland West VirginiaMiami-Florida Western MichiganMiami-Ohio WisconsinMichigan State
MinnesotaMississippi StateMissouri
Nevada-RenoNew MexicoNorth Carolina
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1
PLAPLAYER PROFILEYER PROFILE
Data generated from the AFCA Player Survey produced a profile of todays
college football player that includes such elements as academic preparation
and achievement, ethnic origin, family situation, place of upbringing,
parents occupation, socio-economic background, financial needs, recruiting
experience, use of drugs and alcohol, and suggestions for improving the
game.
The information found on the following pages provides an in-depth look at
the profile of todays college football player.
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2
SAMPLE CHARACTERISTICSSAMPLE CHARACTERISTICS
The AFCA Player Survey was conducted during the 2002 football season.
Breakdown of respondents by year: First Year 25%Second Year 25%Third Year 23%Fourth Year 17%Fifth Year 10%
Players also identified their playing status: New Player 25%Red Shirt 13%Substitute 18%Starter this year 13%Alternate unit 12%Two year starter 12%Three year starter 7%
The position with the most three year starters is OffensiveLine at 23%, compared to Defensive Line at 15%. Only 9%of Backs and 9% of Linebackers are three year starters.
An evaluation of the respondents byfootball position provided the following: Lineman (O) 19%
Linebacker 13%Receiver 17%Back 14%Secondary 17%Lineman (D) 15%Specialists 5%
(K,P,KR)
Transfer students accounted for 11.3% of the respondents,with 40% transfers from another four year college and 60%
from a junior college.
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3
ETHNIC ORIGINETHNIC ORIGIN
Examination of respondents by ethnic origin reveals that 48% are Caucasian,
44% are African-American, 3% are multiple ethnicity, 2% Hispanic and 3%
Native American, Asian or other.
Analysis of racial and ethnic origin of players by position indicates a similar
mix. Notable exceptions are the offensive line where 72% are Caucasian, the
defensive secondary where 66% are African-American, and the defensiveline with 53% African-Americans.
African American
44%
Hispanic
2%
Other
2%
Multipe Race/
Ethnicity3% Native American
0.7%Asian
0.3%
Caucasian
48%
Ethnic Origin
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4
PLACE OF UPBRINGINGPLACE OF UPBRINGING
High school football remains popular in small communities which in our
survey incorporates the categories rural, small city and medium-size
city. The reason for this assumption is that all of the respondents
participated in high school football before playing collegiately, and a
majority of the players indicated that they were raised in non-metropolitan
areas. Each of these areas listed above have populations of less than 100,000
and combined are responsible for 54% of the players surveyed, including62% of the Caucasian players.
Suburb of Large
City
11%
Very Large
(500,000 or more)
12%
Suburb of Very
Large City
9%Rural
13%
Small
(less than 50,000)
23%
Medium
(50,000 to 100,000)
18%
Large
(100,000 to 500,000)
14%
Home Town Size
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FFAMILAMILYY BACKGROUNDBACKGROUND
When asked what best described their family situation, 68% said they lived
with two parents. Another 25% lived with their mother and 4% were raised
by their father.
There is a significant difference in family composition between Caucasians
and African-Americans. Eighty-four percent of Caucasians lived with two
parents and 15% lived with one parent. For African-Americans, 50% livedwith two parents, 39% lived with their mother, 5% lived with their father and
6% resided with relatives or others.
Few of the responding players are married. Only 2% are married and less
than 1% are married with children.
Lived with
Others
1%
Lived with
Relative(s)
2%Lived with
Father only
4%
Lived with
Mother only
25%
Lived with
oth arents
%
Family Background
(all raes)
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Family Background(by race)
6
Lived with Others
2%
Lived with Relative(s)
1%
Lived with Father only
4%
Lived with Mother only
27%
Lived with
Both Parents
66%
Other Ethnicity
Lived with Others
2%
Lived with Relative(s)
4%
Lived with Father only
5%
Lived with
Mother only
39%
Lived withBoth Parents
50%
African American
Lived with
Others
0.5%
Lived with
Relative(s)
0.5%
Lived with
Father only
4%
Lived withMother only
11%
Lived with
Both Parents
84%
Caucasian
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HighSchoolG
PAbyFamilyBa
ckground
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
Livedwith
Lived
with
Livedwith
Livedwith
Livedwith
BothParents
MotherOnly
FatherOnly
Relative(s)
Othe
rs
FamilyBackground
1.5to2.0
2.0
to2.5
2.5
to3.0
3.0
to3.5
3.5
to4.0
PercentageofRespondents
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PPARENTSARENTS EDUCAEDUCATIONTION
The mean level of education attained by mothers of the respondents is 13
years, which translates to one year beyond high school. Ninety-three percent
had completed high school, while 44% had attended college, including 3%
that pursued a graduate degree.
Fathers of respondents have a mean level of education of 14 years, or two
years post-high school. Ninety-four percent have completed high school,while 47% have attended college, including 4% that pursued a graduate
degree.
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PPARENTSARENTS OCCUPOCCUPAATIONTION
Occupations in management are the most popular among the players
mothers (46%). This includes such pursuits as advertising, banking, and
marketing. The next most prevalent occupational category is service (14%),
including professions such as beautician, factory workers, and retail sales.
Management occupations (28%) are also the most dominant among
respondents fathers. Another 25% listed technical occupations as theirfathers profession, which include government work, law enforcement, real
estate and insurance.
A list of occupations as they are categorized for the player survey follows on
the next page.
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PROFESSION CAPROFESSION CATEGORIES USEDTEGORIES USED
FORFOR THETHE AFCAAFCA PLAPLAYER SURYER SURVEYVEY
Professionals ManagementArchitect AccountingAstronaut AdvertisingAttorney BankingCertified Public Accountant Business Owner Chemist Buyer Dentist/Doctor Computer RelatedEngineer Counselor Executive Editor Lawyer Educator Pharmacist Financial Advisor Professor Librarian
ManagerProfessional/Technicians MarketingCoach NurseCommunication PresidentFireman Social Worker Forestry Teacher Government Writer InsuranceLaw Enforcement Craft & OperativesOther Business Administration Animal Trainer
Other Medical Related Coal Miner Other Self-Employed ConstructionProfessional Golfer Entertainer Real Estate FarmingReligion Related Heavy Equipment OperationSales (NOT RETAIL) Landscaper Supervisor/Foreman Mechanical/MachinistSurveyor MilitaryTechnician Operator
Secretarial (Executive)Service Service RelatedBank Teller TransportationBeautician Travel Agent
Blacksmith Utility EmployeeClericalFactory Worker Homemaker/RetiredJanitor/Maintenance DisabledNurses Aid Homemaker Restaurant RetiredRetail SalesTeachers Aid Deceased
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Mother's Profession
Professionals
3%Professionals/
Technician13%
Service
14%
Management
46%
Craft & Operatives
11%
Homemaker/
Retired
12%
Deceased
1%
Father's Profession
Professionals
13%
Professionals/
Technician
25%
Service
6%
Management
28%
Craft & Operatives
20%
Homemaker/
Retired
6%
Deceased
2%
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MAJOR FIELD OF STUDYMAJOR FIELD OF STUDY
Business is the most popular major among the student-athletes surveyed.
Almost one-third (33%) listed this as their field of study. The next most
popular major is social sciences (17%), followed by arts and humanities
(14%). Another 6% are undecided.
A categorized listing of majors used for the player survey can be found on
the next page.
[Note: The figures in parentheses indicate the percentage of student-athletes
in the particular major who have earned a 3.0 or better GPA.]
College Major
Undecided
6% (23%)
Business
33% (35%)
Social Sciences
17% (16%)Physical Education
6% (22%)
Communications
9% (20%)
Natural Sciences
9% (46%)
Arts & Humanities
14% (26%)
Engineering
5% (38%)
Agriculture
1% (21%)
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AA CACATEGORIZATEGORIZATION OF MAJORSTION OF MAJORS
FORFOR THETHE AFCAAFCA PLAPLAYER SURYER SURVEYVEY
Business Natural SciencesAccounting Animal ScienceAdministration AstronomyAdvertising BiologyComputer Science ChemistryEconomics Mortuary ScienceFinance Nutrition/DietitianHotel/Restaurant Management Pharmaceutical
Human Resources Physical TherapyIndustrial Relations PhysicsManagement PhysiologyMarketing Pre-MedMathematics Rehabilitation ServicesTravel/Tourism Zoology
Social Sciences Arts and HumanitiesAnthropology Architecture/DraftingCriminal Justice Commercial ArtsGovernment Education
Human Development EnglishPhilosophy Fine ArtsPolitical Science HistoryPre-Law Industrial ArtsPsychology LanguagesSocial Work MusicSociology PhotographyUrban Planning Religion
Physical Education EngineeringCommercial Recreation Drafting
Communications AgricultureBroadcasting ForestryJournalism
Public Relations UndecidedRadioTelevision
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REASONS FOR PLAREASONS FOR PLAYINGYING
There is a public misconception that a majority of the players consider
college football as a training ground for the pros.
Players were asked what best describes why they play college football.
Enjoyment of the game and/or camaraderie was cited by 57% of the
respondents. Twelve percent responded that football provided a means to
gain an education and 19% played college football in anticipation of anopportunity to play professionally.
Why Play College Football?
Enjoyment of Game
49%
Financial Aid
12%
Pro Career
19%
Desire to Become
a Coach
4%
Camaraderie8%
Respect for
Coaches
3%
Other
5%
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AATTENDING COLLEGE REGARDLESS OF FOOTBALLTTENDING COLLEGE REGARDLESS OF FOOTBALL
Eighty-three percent of the respondents said they would attend college if
they did not play football, including 90% of the Caucasians and 76% of the
African-Americans.
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SELECTINGSELECTING AA COLLEGECOLLEGE
Many factors contribute to a student-athletes decision regarding which
institution to attend to pursue an undergraduate degree. The AFCA Player
Survey provided responses regarding what was important to the prospect in
determining his selection of a college.
Ninety-five percent of the respondents believed the football program was
very important or important, while 92% said an institutions academicreputation was very important or important. Ninety percent said the coach
was very important or important. Next in order of importance were financial
aid, location of the school, specific academic offerings and other athletes.
Factors in Choosing a College(Respondents listed these factors as very important or important
in the following percentages)
100%
90%
80%
70%
60%
50%
40%General Specific Football Coaching Other Location Parent Financial
Academic Academic Program Staff Athletes Guardian Aid
Reputation Offering Attending Influence
92%
73%
95%
90%
58%
69%
66%69%
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PERSON OF GREAPERSON OF GREATESTTEST INFLUENCEINFLUENCE
When asked what individual influenced them most in making their decision
on which university to attend, 43% of Caucasians said it was their father.
Among African-American players, the mother had the greatest influence,
32%, with the father at 25%.
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Other Ethnicity
Other
22%
Alumni or Friend
of University
2%
College Coach7%
High School Coach
8%
Peers
4% Other Relative
4%
Father
32%
Mother
21%
Caucasian
Other
20%Alumni or Friend
of University
1%
College Coach
8%
High School Coach
5%Peers
4%
Other Relative
5%
Father
43%
Mother
14%
African American
Other
19%Alumni or Friend
of University
1%
College Coach
5%
High School Coach
8%
Peers
3% Other Relative
7%
Father
25%
Mother
32%
Greatest Influence on Choice of College(by race)
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TWO-SPORTWO-SPORTT AATHLETESTHLETES
Four percent of the college football players surveyed participated in other
sports. The majority of two-sport athletes competed in track (57%) and
baseball (13%).
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ACADEMICSACADEMICS
We are all familiar with recent efforts to ensure the academic integrity of
intercollegiate athletics. With this in mind, we asked the players a series of
questions related to their academic experience in high school and college.
The information on the following pages reflects the players responses.
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IMPORIMPORTTANCE OF GRADUAANCE OF GRADUATINGTING
Earning a degree is foremost on the minds of todays college football
players. When asked the importance of graduating from college, 95% said
very important, regardless of race or ethnicity.
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ACADEMIC INTERESTACADEMIC INTEREST
Attending college seems to have the effect of increasing academic interest.
Sixty-nine percent of the respondents said they were much more interested
or somewhat more interested in academics since entering college. Twenty-
five percent had about the same amount of interest in academics.
Change in Academic Interest Since College
Much More
Interest
35%
Somewhat More
Interest
34%
About the Same
Amount of Interest
25%
Somewhat Less
Interest
5%
Much Less Interest
1%
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HIGH SCHOOLHIGH SCHOOL AND COLLEGE GPAND COLLEGE GPAASS
Player survey respondents were asked to indicate their high school and
college grade point averages.
Sixty percent reported high school GPAs between a 3.0 and a 4.0. Another
25% recorded high school GPAs of 2.5 to 3.0, and 12% were between a 2.0
and 2.5. The remaining 3% had GPAs of less than 2.0.
It is more difficult to attain a high GPA at the collegiate level. Twenty-eight
percent of the players reported college GPAs between 3.0 and 4.0, while
34% were between a 2.5 and 3.0. Thirty-four percent indicated GPAs
between 2.0 and 2.5, and 4% were below a 2.0.
College Grade Point Average
40%
35%
30%
25%
20%
15%
10%
5%
0%
3.5 to 4.0 3.0 to 3.5 2.5 to 3.0 2.0 to 2.5 less than 2.0
21%
7%
34% 34%
4%
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CollegeGPAbyYearinSc
hool
40%
35%
30%
25%
20%
15%
10%
5%
0%
First
Second
Third
Fourth
Fifth
Year
Ye
ar
Year
Year
Yea
r
YearinSchool
1.5to2.0
2.0
to2.5
2.5
to3.0
3.0
to3.5
3.5
to4.0
PercentageofRespondents
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SOCIOECONOMIC BACKGROUNDSOCIOECONOMIC BACKGROUND
Each player responding to the survey is assigned a socioeconomic
description based on his parents education and occupation. The categories
include upper, upper-middle, middle, lower middle, and lower.
The survey indicates that an individuals socioeconomic circumstances can
have an influence on high school and college GPA and SAT and ACT test
scores.
Socioeconomic Classification
Upper
14%Lower
20%
Lower-Middle
22%
Middle
26%
Upper-Middle
18%
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Socioeconomic Classification
Upper
12% Lower
24%
Lower-Middle
21%
Middle
25%
Upper-Middle
18%
African American
Upper
17%
Lower
19%
Lower-Middle
18%
Middle
28%
Upper-Middle
18%
Caucasian
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GPA BY SOCIOECONOMIC CLASSIFICATION
High School GPA by Socioeconomic Background
Percentage of Percentage of
Socioeconomic Respondents with 3.0 Respondents with G.P.A
Background G.P.A. or better between 2.0 and 2.5
Upper 72% 8%
Upper-Middle 66% 10%
Middle 66% 11%
Lower-Middle 61% 12%
Lower 53% 15%
College GPA by Socioeconomic Background
Socioeconomic 3.0 or 2.5 to 2.0 to Less than
Background better 3.0 2.5 2.0
Upper 37% 34% 25% 4%
Upper-Middle 33% 31% 32% 4%
Middle 30% 37% 30% 3%
Lower-Middle 28% 32% 35% 5%Lower 22% 37% 36% 5%
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TEST SCORES BY SOCIOECONOMIC CLASSIFICATION
SAT Scores by Socioeconomic BackgroundPercentage of Percentage of
Socioeconomic Respondents with SAT Respondents with SAT
Background of better than 1100 of 860 or less
Upper 43% 9%Upper-Middle 31% 15%
Middle 30% 14%
Lower-Middle 23% 19%
Lower 17% 22%
ACT Scores by Socioeconomic BackgroundPercentage of Percentage of
Socioeconomic Respondents with 3.0 Respondents with G.P.A
Background G.P.A. or better between 2.0 and 2.5
Upper 43% 24%
Upper-Middle 32% 36%
Middle 36% 33%
Lower-Middle 24% 37%
Lower 24% 43%
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GPGPAA AND ETHNIC ORIGINAND ETHNIC ORIGIN
Analysis of college GPAs with regard to the student-athletes ethnic origin
suggests that Caucasians registered higher averages than African-Americans.
We analyzed the highest group players earning GPAs of 3.0 or better and
those between 2.0 and 2.5. Forty-one percent of Caucasian players and 14%
of African-Americans earned a GPA of 3.0 or better. A look at the players
earning lower GPAs reveals 25% of Caucasian players and 53% of African-American players registered a 2.5 GPA or less. The relationship was similar
for high school GPAs.
Respondents from a two-parent family background registered a higher high
school and college GPA than those who lived with one parent or with others.
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COLLEGE GPCOLLEGE GPAA
Percentage of Percentage of
GPA Total Caucasians African-Americans
> 3.0 28% 41% 14%
2.5 to 3.0 34% 34% 33%
2.0 to 2.5 34% 22% 47%
< 2.0 4% 3% 6%
HIGH SCHOOLHIGH SCHOOL GPGPAA
Percentage of Percentage of
GPA Total Caucasians African-Americans
> 3.0 60% 74% 45%
2.5 to 3.0 25% 17% 33%
2.0 to 2.5 13% 8% 19%
< 2.0 2% 1% 3%
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SASATT ANDAND ACTACT SCORESSCORES
Since the NCAA established minimum academic requirements, both ACT
and SAT test scores have been utilized to determine initial eligibility.
The survey reveals that 90% of the respondents recorded 68 or better on the
ACT and 94% scored 820 or better on the SAT.
ACT Score
79 or above
29%
67 or below
10%
68 to 71
28%
72 to 78
33%
SAT Score
1101 and
above
26%
819 and
below
6%
820 to 860
12%
861 to 930
16%
931 to 1010
22%1011 to 1100
18%
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NUMBER OFNUMBER OF TESTTEST SITTINGSSITTINGS
Forty-one percent of the players took the ACT or SAT twice. Thirty percent
took the test once and 29% had three or more attempts at one of the exams.
Times Taken SAT or ACT
3 or more
times
29%
Two Times
41%
One Time
30%
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COLLEGE ENTRANCE EXAMSCOLLEGE ENTRANCE EXAMS AND ETHNIC ORIGINAND ETHNIC ORIGIN
Analysis of ACT and SAT scores in relation to a players ethnic origin
reveals that a greater percentage of Caucasians earned higher scores than did
African-Americans.
Forty-one percent of Caucasian players scored 1101 or higher on the SAT.
Two percent of Caucasian players and 11% of African-American players
recorded an SAT score of 819 or below. Also, 4% of Caucasian players and21% of African-American players scored between 820 and 860.
The numbers were similar for student-athletes taking the ACT.
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ACTACT TESTTEST SCORESSCORES
Percentage of Percentage of
Score Total Caucasians African-Americans
79 and above 29% 43% 16%
72 to 78 33% 34% 32%
68 to 71 28% 19% 37%
67 or below 10% 4% 15%
SASATT TESTTEST SCORESSCORES
Percentage of Percentage of
Score Total Caucasians African-Americans
1101 and above 26% 41% 11%
1011 to 1100 18% 23% 12%
931 to 1010 22% 20% 24%
861 to 930 16% 10% 21%
820 to 860 12% 4% 21%
819 and below 6% 2% 11%
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WHENWHEN THEYTHEY BECAMEBECAME AAWWARE OFARE OF
NCAANCAA ACADEMICACADEMIC REQUIREMENTS
Since the inception of Proposition 48 in 1986, there have been significant
efforts to inform high school students as early as possible of the academic
standards required to participate in intercollegiate sports.
When asked when they first became aware of the NCAA requirements, 38%
said during their junior year in high school. Twenty-four percent learned of
the requirements during their sophomore year, 20% as seniors, and 18% wereinformed during their freshman year.
High School Year That Players Became
Aware of NCAA Requirements
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%Freshman Sophomore Junior Senior
Year Year Year Year
24%
18%
38%
20%
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WHOWHO TTOLDOLD THEMTHEM ABOUTABOUT
NCAANCAA ACADEMIC STACADEMIC STANDARDSANDARDS
It appears that high school coaches are the most effective source for
informing players about NCAA academic requirements needed to participate
in intercollegiate athletics. When asked who first told them about NCAA
academic requirements for financial aid and eligibility, 38% of the players
said their high school coach. High school guidance counselors informed
34% of the respondents about academic standards.
Another 12% learned about the requirements from their parents, while 12%
were informed by a college coach and 4% learned from other sources.
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PREPPREPARED FOR COLLEGEARED FOR COLLEGE
Are high schools doing a good job of preparing their students for college?
Eighty-three percent of the players believed that they were prepared to a
large degree or somewhat prepared for the academic challenges
encountered in college. Fourteen percent said they had very little
preparation, while 3% said they were prepared almost not at all.
Quality of Academic Preparation
(all races)
To a Large
Degree
37%
Almost Not
at All
3% Very Little
14%
Somewhat
46%
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PREPARED FOR COLLEGE(by race)
To a Large
Degree
42%
Almost Not
at All2% Very Little
12%
Somewhat
44%
Caucasian
To a Large
Degree37%
Almost Not
at All
4% Very Little
13%
Somewhat
46%
Other Ethnicity
To a Large
Degree
31%
Almost Not
at All
4% Very Little
15%
Somewhat
50%
African American
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TYPE OF FINANCIALTYPE OF FINANCIAL AIDAID
Seventy-four percent of the players received a full athletic grant-in-aid,
which includes tuition, books and room and board. Twenty-two percent
received no aid, while 3% were on partial grants.
Tuition Waiver
1%
No Aid
22%
Full Athletic
74%
Partial
3%
Form of Financial Assistance
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TYPE OFTYPE OF AID BYAID BY ETHNIC ORIGINETHNIC ORIGIN
Observation of the type of aid received by ethnic origin reveals that 64% of
Caucasian players and 85% of African-American players received a full
athletic grant-in-aid. Thirty-two percent of Caucasian players and 11% of
African-American players are not receiving athletic aid.
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Form of Financial Assistance(by race)
Tuition Waiver
1%
No Aid
32%
Full Athletic
64%
Partial
3%
aucaian
Tuition Waiver
1%
No Aid
20%
Full Athletic
75%
Partial4%
ther thnicit
Tuition Waiver
1%
No Aid
11%
Full Athletic
85%
Partial
3%
Arican Aerican
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NECESSARNECESSARYY LIVING EXPENSESLIVING EXPENSES
NCAA regulations stipulate that a maximum grant-in-aid may consist of
room, board, books, tuition and mandatory fees. For those that qualify,
additional financial assistance is available through a Pell Grant. With that in
mind, we asked the players what amount of additional money they estimated
was required on a per-month basis to meet necessary living expenses while
attending college.
Fifty-nine percent of the players on a full athletic grant said $200 or more per
month, while 19% indicated between $151 to $200. Eleven percent would
like between $101 and $150, and 11% would be satisfied with $100 or less.
Estimated Monthly Living Expenses
(For those on full athletic scholarship)
$0 to $506% $51 to $100
5%
$101 tp $15011%
$151 to $20019%
More than $20059%
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RECRUITING
The American Football Coaches Association has made recruiting one of the
foremost issues on its agenda. AFCA sponsored recruiting seminars have
been successful in educating coaches about NCAA rules pertaining to
recruiting.
The following pages contain information about experiences during therecruiting process.
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KNOWLEDGE OFKNOWLEDGE OF THE RULESTHE RULES
Colleges are working to inform those who want to play college football that
athletes must understand recruiting rules as established by the NCAA.
Seventy percent of the players indicated that they had a very good
knowledge (21%) or good knowledge (39%) of the rules and regulations
that pertain to them as prospective student-athletes.
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THE RECRUITING PROCESSTHE RECRUITING PROCESS
How actively was a student-athlete recruited? Nearly three-quarters of the
players indicated that they were very actively (44%) or actively (27%)
recruited.
Level of Recruitment
Very Actively
44%
Actively
27%
Moderately
13%
Minimally
9%
No Effort
7%
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VISITINGVISITING AN INSTITUTIONAN INSTITUTION
Fourteen percent of the players did not receive an expense-paid trip during
the recruiting process, while 30% received one paid visit.
A large number of prospective college football players visited institutions at
their own expense. Sixty-one percent paid for one or more visits at their
own expense.
Recruiting Visits Paid for by Institution
Five Visits
6%Four Visits
9%
Three Visits
18%
Two Visits
23%
One Visit
30%
No Visits
14%
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IN-PERSON CONTIN-PERSON CONTACTSACTS
The study attempted to ascertain the number of institutions that made in-
person contacts by coaches, excluding telephone calls and written
communications, during the recruiting process.
Recruiting Visits Paid for by Institution
Seven
5%Six
6%
Five
12%
Four
10%
Three
13%Two
10%
One
6%
None
6%
Eight or More
32%
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ILLEGALILLEGAL INDUCEMENTSINDUCEMENTS
Of particular interest is the fact that 97% of the players surveyed reported
that they had not received any illegal inducements during the recruiting
process.
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LETTER OF INTENTLETTER OF INTENT
Coaches have discussed the possibility of developing an early signing date
for football. Those players on aid were asked if they would have signed a
National Letter of Intent in December, rather than wait until February.
Seventy percent responded no, while 30% would have signed an early
letter.
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PERSONALPERSONAL CHOICECHOICE
It appears that many of todays college football players are saying no to
drugs. AFCA Player Survey respondents were asked a series of personal
questions.
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DRUG USEDRUG USE
AFCA Player Survey respondents were asked if they had used drugs (non-
alcohol) since entering college and 90% said they had not used drugs since
attending college. Of the 10% who indicated they had used drugs since
attending college, a significant majority (91%) had used marijuana, whereas
a minimal number of respondents had indicated use of other drugs including
steroids.
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NUMBER OFNUMBER OF TIMESTIMES TESTED (freshmen excluded)TESTED (freshmen excluded)
The NCAA conducts a random drug-testing program for all its national
championships and year-round testing of Division I football players. In
addition, the institutions that participated in the survey have their own drug-
testing programs. According to the AFCA Player Survey, 82% of the
respondents have been tested for drugs.
Ten percent of the players have undergone drug testing 10 or more times,21% have been tested five to nine times, and 51% have been tested one to
four times. The remaining 18%, basically first year players, have not been
tested.
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PLAPLAYERSYERS AREARE WELLWELL INFORMEDINFORMED
ABOUTABOUT PERILS OF DRUG USEPERILS OF DRUG USE
A majority of the players surveyed (88%) believed that the institution they
are attending is making a serious attempt to inform them about the hazards
of using drugs, including alcohol.
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LEGALLEGAL ENERGYENERGY SUPPLEMENTSSUPPLEMENTS
The respondents were asked if they used legal energy supplements. A
majority (55%) indicated they do not use supplements, 45% responded
affirmatively.
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WHAWHATT PLAPLAYERS LIKE BESTYERS LIKE BEST
ABOUTABOUT COLLEGE FOOTBALLCOLLEGE FOOTBALL
Players were asked to express in their own words what they liked best about
college football and what benefits they have gained. Seventy-four percent
indicated that playing the game was number one. Included in this group
were such answers as competitive challenge, playing the big game,
excitement and pageantry and thrill of winning. Another 16%
appreciated the camaraderie and team atmosphere. The remaining 10% cited
personal reasons.
As far as benefits are concerned, 33% said that financial aid for education
is the greatest advantage from playing college football. Another 35% said
they had learned to be responsible and included such answers as discipline,
work ethic and time management. Ten percent gained from meeting new
people and becoming part of a team, 12% matured as result of the
experience, and 10% cited personal reasons.
Benefits of College Football
Personal
10%
Discipline35%
Education
33%
Maturity
12%
Friends
10%
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TIME COMMITMENTTIME COMMITMENT TTO FOOTBALLO FOOTBALL
Players (not including freshmen) were asked about the time they spent on
football during the season and in the spring.
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TIME SPENT ON FOOTBALL
Time Spent on Football in Season(First Year Players Excluded)
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
15 to 19 Hours 20 to 25 Hours 26 to 30 Hours More Than 30 Hours
per Week per Week per Week per Week
40%
12%
20%
28%
Time Spent on Football in Spring(First Year Players Excluded)
80%
70%
60%
50%
40%
30%
20%
10%
0%
2 to 4 Hours 5 to 8 Hours 9 to 15 Hours Other
per Week per Week per Week
18%
2%
72%
8%
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IMPROVINGIMPROVING THE GAMETHE GAME
Players were asked to advance suggestions for improving college football for
the athletes.
Sixty-two percent of those responding recommended more financial support,
with many indicating that it was difficult to live on the money provided
through their scholarships.
Thirty percent suggested that more personal time would be appreciated. The
remaining responses advanced proposals for fewer regulations, more
opportunities for walk-ons and less commercialism.
Suggestions for Improvement
Other
8%
More Financial
Support
62%
More Personal
Time
30%
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APPENDIXAPPENDIX AA
The College Football Association conducted football player surveys from
among its membership in 1996, 1991, 1986 and 1980. The CFA surveys
included approximately 3,000 players and more than 50 teams that were
representative of the membership. A comparison of the responses from the
2002 AFCA survey of 5,474 athletes from 66 teams and previous surveys
indicates similar responses in most areas, yet changes in others.
Those responding in terms of class standing were basically the same in allfour surveys (e.g., 25% of the respondents in three of the surveys were first
year players; 17% of the 2002 respondents, 18% of the 1996 respondents,
14% of the 1991 respondents and 19% of the 1986 respondents were fourth
year players).
The following comparisons may be of interest:
1. Place of upbringing:
2002 54% from communities with less than 100,000 population
1996 55% from communities with less than 100,000 population
1991 55% from communities with less than 100,000 population
1986 57% from communities with less than 100,000 population
2. Marital status:
2002 98% single, 2% married1996 97% single, 3% married
1991 97% single, 3% married
1986 96% single, 4% married
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3. Ethnic origin:2002 48% Caucasian, 44% African-American, 3% multiple
ethnicity, 5% other1996 45% Caucasian, 50% African-American, 5% other1991 52% Caucasian, 43% African-American, 5% other1986 60% Caucasian, 40% non-Caucasian
4. Major field of study:2002 32% business, 15% social sciences, 13% arts & humanities,
6% physical education
1996 32% business, 19% social sciences, 11% arts & humanities,6% physical education
1991 31% business, 20% social sciences, 11% arts & humanities,7% physical education
1986 34% business, 14% social sciences, 9.5% physical education
5. Why play college football:2002 60% enjoyment of the game, 15% necessity of aid for
education, 19% opportunity for a professional career
1996 66% enjoyment of the game, 15% necessity of aid foreducation, 15% opportunity for a professional career1991 65% enjoyment of the game, 20% necessity of aid for
education, 11% opportunity for professional career1986 72% enjoyment of the game, 16% necessity of aid for
education, 9% opportunity for a professional career
6. Socioeconomic status of players family:2002 14% upper, 18% upper middle, 26% middle, 22% lower
middle, 20% lower
1996 3% upper, 31% upper middle, 40% middle, 19% lowermiddle, 7% lower
1991 14% upper, 28% upper middle, 30% middle, 16% lowermiddle, 12% lower
1986 12% upper, 16% upper middle, 39% middle, 26% lowermiddle, 7% lower
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7. Percentage of players who would have attended college withoutplaying football:
2002 83%
1996 84%
1991 84%
1986 79%
8. Type of financial aid:
2002 75% full aid, 22% no aid
1996 76% full aid, 21% no aid1991 81% full aid, 17% no aid
1986 83% full aid, 14% no aid
[Note: In 2002, 33% of Caucasian players and 14% of African-
American players were not receiving aid, compared to 31% of
Caucasian and 11% of African-American players in 1996 who were
not on aid. In 1986, 19% of Caucasian and 8% of African-American
players were not receiving athletic aid. It is important to remember
that the number of allowable grants-in-aid for football has beenreduced since 1986.]
9. Necessary living expenses:
2002 62% of the respondents said that $200 or more per month was
required to meet expenses while attending college
1996 52% responded that $200 or more per month was required to
meet expenses while attending college
1991 37% responded that $200 or more per month was required to
meet expenses while attending college
1986 47% responded that $100 or more per month was required to
meet expenses while attending college
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10. Recruiting:2002 71% indicated they were actively recruited
1996 71% indicated they were actively recruited
1991 73% indicated they were actively recruited
1986 75% indicated they were actively recruited
11. Expense paid trips during recruiting process:2002 6% 5 visits, 9% 4 visits, 18% 3 visits, 23% 2 visits, 30% one
visit, 14% none1996 10% 5 visits, 14% 4 visits, 23% 3 visits, 22% 2 visits, 20%
one visit, 11% none1991 16% 5 visits, 18% 4 visits, 24% 3 visits 18% 2 visits, 14% one
visit, 10% none1986 19% 5 visits, 17% 4 visits, 24% 3 visits, 17% 2 visits, 12%
one visit, 10% none
12. College in person contacts during the recruiting process:
2002 57% 0 to 5 contacts, 25% 6 to 10 contacts, 18% 11 or
more contacts
1996 47% 0 to 5 contacts, 27% 6 to 10 contacts, 18% 11 or
more contacts1991 47% 0 to 5 contacts, 28% 6 to 10 contacts, 25% 11 or
more contacts
1986 47% 0 to 5 contacts, 27% 6 to 10 contacts, 22% 11 or
more contacts
13. Multi-sport athletes:
2002 96% football only, 4% multi-sport athletes
1996 93% football only, 7% multi-sport athletes
1991 94% football only, 6% multi-sport athletes1986 95% football only, 5% multi-sport athletes
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14. Use of drugs:2002 10% indicated they had used drugs while in college
1996 12% indicated they had used drugs while in college
1991 10% indicated they had used drugs while in college
[Note: Of those who indicated that they had used drugs while
attending college, a significant majority had used marijuana.]
All four surveys devoted a considerable number of questions to academicpreparation and achievement. Specific comparisons between the surveys
reveal a strong correlation between SAT and ACT test scores and high school
and college grade point averages. Also, a players family situation (two
parents) and socio-economic status have a significant impact upon testing
performance and academic achievement.
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