Additionally, research shows that college sports programs contribute meaningfully to the local community. From mentoring youth and organizing food drives to leading sports clinics and volunteering in schools, student-athletes often serve as role models and active participants in community-building efforts. These initiatives foster town-gown relationships, promote social cohesion, and often have a measurable economic benefit for surrounding areas (CollegeInsider, n.d.; Washington State University, 2019).

Despite the breadth of national studies, there is limited focused research on Washington State University’s specific role in using athletics for community impact. This creates a timely opportunity to explore how WSU’s student-athlete outreach programs support both institutional values and regional development goals.

Despite growing evidence, many institutions and educators fail to fully integrate these insights into their academic frameworks. Student-athletes themselves may also overlook these skills when preparing for careers beyond sports (Slater, 2018). This disconnect can result in missed opportunities for support, reflection, and intentional growth—especially during post-collegiate transitions. A mixed-methods study by Liu & Taresh (2024) found that students who participated in athletics were more likely to report increased academic motivation, stronger communication skills, and better time management than their non-athlete peers. Yet, these benefits are rarely emphasized in educational policy or programming.

This is a significant problem. If universities want to genuinely promote practical education—as called for in WSU's mission—they must recognize athletics as a high-impact educational practice (Slater & Fountain, 2021). Acknowledging and supporting this value doesn’t just benefit athletes; it strengthens the entire institution’s academic mission and better prepares students for real-world challenges.

The disconnect lies in perception: athletic participation is too often seen as separate from the academic mission of universities, when in fact it is deeply intertwined with it. Slater & Fountain (2021) argue that athletic participation aligns with high-impact educational practices—those experiences most likely to promote meaningful learning and student engagement. Yet, these experiences are rarely framed or supported with the same academic weight as internships, capstone projects, or study abroad programs.

From a practical standpoint, student-athletes must manage intense schedules, often waking up early for practice, attending class, traveling for competition, and still producing high academic output. These habits cultivate resilience, self-discipline, and strategic thinking—qualities essential for workplace success and leadership roles. As a student-athlete myself, I’ve seen how balancing training, academics, and leadership roles (e.g., team captain, mentoring younger players) prepares you to operate with a sense of purpose and structure that many peers are just beginning to develop.

Furthermore, these skills are not only useful—they’re in demand. According to employer surveys by NACE (National Association of Colleges and Employers), the most desired traits in new hires are communication skills, leadership, and problem-solving abilities—all of which are developed through athletic participation. The practical challenge is getting institutions, faculty, and even athletes themselves to see this alignment and support it intentionally.

This matters because failing to recognize and invest in the educational potential of athletics leaves resources and talent underutilized. Schools like WSU that prioritize “practical education for all” must ensure that athletics aren’t treated as a side program, but as an integrated pathway of student development.

Why this matters:
This complicates the argument that sports automatically lead to personal development. Without proper institutional support, some athletes may not fully process or translate their experiences into long-term growth. Instead of benefiting from their unique backgrounds, they may graduate underprepared for careers beyond athletics. Structured support ensures that the developmental potential of sports is not left to chance but is actively cultivated and reinforced.

But instead of proving that college sports are a bad thing, these concerns actually show why schools need to support student-athletes more intentionally—and that’s exactly what this research is about.

When schools treat student-athletes as more than just athletes—and give them chances to grow through leadership programs, reflection, and community service—sports become a way to build skills for real life. Research shows that athletes in these kinds of programs feel more confident, more prepared for life after college, and more connected to their communities (Yabunaka et al., 2023; Slater & Fountain, 2021).

The fact that some student-athletes feel overwhelmed doesn’t mean sports aren’t valuable. It means colleges need to step up and provide the right tools—like academic help, time management support, and meaningful service opportunities—to help athletes succeed in all areas of life.

So yes, the concerns are real. But they don’t weaken the argument. They actually make it stronger: sports can be a powerful part of a college education—when schools make it a priority to support the whole student.

Some people worry that sports take too much time and energy away from academics or that not all athletes get the same support. These are real concerns, and they show that colleges need to do a better job of helping student-athletes balance everything.

This is important because it affects the future of both student-athletes and the communities around them. If schools don’t support athletes the right way, they miss a big opportunity to help students grow and make a difference.

So what should be done?
Schools should treat athletics as part of a student’s full education—not something separate. That means offering leadership programs, career planning, and real community service that helps both the athletes and the people they serve.

When colleges support student-athletes with intention, sports become more than just competition—they become a way to grow, learn, and lead.

Journal of Issues in Intercollegiate Athletics. (n.d.). Current issue: Volume 17, issue 1 (2024). College of Hospitality, Retail and Sport Management, University of South Carolina. https://scholarcommons.sc.edu/jiia/

Liu, T., & Taresh, S. (2024). The impact of sports participation on college students’ learning outcomes: A mixed methods study based on multiple campuses. Journal of Ecohumanism, 3(7), 3649–3666. https://doi.org/10.62754/joe.v3i7.4492

Slater, K. L. (2018). Student-athlete awareness of athletic career transition and transferable skills (Master’s thesis, University of Tennessee). TRACE: Tennessee Research and Creative Exchange. https://trace.tennessee.edu/utk_gradthes/4710/

Washington State University. (2019). Get involved. https://getinvolved.wsu.edu/

Yabunaka, Y., Kametani, R., & Tsuchiya, H. (2023). Generalization of psychosocial skills to life skills in collegiate athletes. Sports (Basel), 11(2), 20. https://doi.org/10.3390/sports11020020