Stephanie Cerniglia

Stephanie Cerniglia's Portfolio

Return to: ETAP 623 Spring 2019 Home | Encouraging Student-Athletes' Academic Success

About me

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My name is Stephanie Cerniglia. I’m currently enrolled in the General Educational Studies Master’s program at the University at Albany. I work at the school in the Athletics Department as an Athletic Trainer. I work with the Women’s Lacrosse team in the Spring and Women’s Volleyball team in the Fall. I received my Bachelor’s of Science degree from SUNY Cortland in Athletic Training. This will be my second semester taking education courses. Although I’m not an educator yet, I hope one day I can teach Sports Medicine classes while working as an athletic trainer. In my spare time I play with my dog, Bailey. I also enjoy spending time with my friends, going out to eat, hiking, and visiting new places.

My Topic/Purpose

Encouraging Student-Athletes' Academic Success

The purpose of this course is to inform the participants on ways they can motivate students in the classroom, particularly student-athletes.

Topics that will be covered:

  • How to approach the student-athlete
  • Mental health and the student athlete
  • Intrinsic vs Extrinsic motivation for a student-athlete
  • Learner-centeredness
  • Task oriented goal setting
  • Feedback

Learning Outcomes

Participants will be able to:

  • Identify at risk student-athletes
  • Recognize the need to address student-athletes differently
  • Define motivation
  • Identified a learner-centered environment
  • Implement task oriented goal-setting
  • Deliver course content in a way that compliments the student-athlete's needs

Needs Assessment/Analysis of the Learner and Context

1. Instructional problem:

The problem being addressed is student athletes in the classroom setting. Student athletes often put their sport first, falling behind in class or losing interest. Injuries and the demand of the sport play a factor on school performance. Often these students begin to feel pressure, and academics are affected negatively. In order to put the emphasis back into academics for the student-athlete, educators must want to address this problem, and understand it.

2. The nature of what is to be learned:

Participants will learn how to better motivate their students, particularly student athletes. This course will teach the participants how to make education a priority for their student athletes. This course will also teach the participants how to address student athletes overcoming an injury in the classroom. Participants will learn the signs of stress and anxiety their students may be experiencing. Participants will learn what drives motivation and how to relate athletic success to academics.

3. About the participants:

Participants are current or future secondary school or college level educators. Particularly participants are part of a school or university whose environment encourages athletic performance before academics. Participants will be those willing to address their students from a sports psychology perspective. The participants should want to take an initiative with the athletes in their classroom. This course is better suited for educators of bigger high schools/secondary schools where athletics affects classroom learning. Participants can also be counselors and advisors that want to see their student-athletes succeed.

4. Instructional content:

The mini-course will be broken down into 3 units. The first unit will address the student athlete. In this unit the mental health of athletes is discussed through and online lecture format. Participants will understand from the student-athletes perspective the additional stress athletics holds. Unit one will also contain video media for additional engagement.The next unit will discuss motivation and what drives students. There will be supplemental questionnaires participants can use in their class if they choose to do so. The last unit discusses how to create an engaging classroom for student athletes, and how to relate athletic success to academic success. The learning objectives are clearly stated in the beginning of each unit. Activities and reflections are within each unit. An interactive environment is created through the mini-course discussion board using padlet.com

5. Mini-course goals:

The main goal of the mini course is for participants to learn how to motivate those student-athletes who put their sport before academics, from a sports psychology perspective. The participants must first understand their student athletes. This will be a continuous theme due to the stigma that these students get preferential treatment in the classroom. Understanding the mental health and stressors for these students is an important part of the lesson. Motivation will also be a continuous theme. In order to understand how to motivate students, motivation itself must be addressed. Creating environments and learning strategies that compliment student athletes will be discussed. This course takes place online. There will be a discussion forum throughout the units to create an engaging environment for participants to discuss different ideas and experiences.

Performance Objectives

This course aims to accomplish the following:

  • After watching media clips on student athletes and mental health from the student-athletes perspective, participants will recognize the need to address these students.
  • Participants will determine the most appropriate way to address their student-athletes based on stress factors.
  • Participants will engage in an online community discussing and reflecting on their experiences
  • Participants will distinguish between intrinsic and extrinsic motivation of their student athletes through observation and questionnaire investigation.
  • Participants will define Maslow's hierarchy of needs and how the model connects to motivation
  • Participants will define a learner-centered environment and explore it's positive impact on motivation though discussions
  • Participants will distinguish between "task orientation" and "ego orientation" and how goal setting benefits student athletes in the classroom
  • Through the use of external media, participants will create a virtual academic learning space demonstrating the information they've gathered throughout the course
  • Participants will define the importance of feedback in an engaging classroom setting and the positive impact it holds for the student athlete

Task Analysis

  • Goal

Participants will understand the importance of recognizing students that may be struggling, in particular student athletes. They will determine through lectures and discussions how to create an engaging academic learning space for students athletes.

  • Enabling Goals
  1. Understanding the Student Athlete: The first unit participants will learn about the students athlete and their mental health.
  2. What is Motivation?: The second unit participants will learn what drives students.
  3. Engaging in Academics: The third unit participants will learn what makes a success academic learning space for student athletes.


  • KASI

Knowledge:

• Familiarity with wiki and how to navigate links/websites.

• Online discussion board etiquette

• How stress and anxiety affect academics

Attitudes:

• A desire to change lesson plans

• A desire to address the mental health of students

• Choose to contribute in online discussions

Skills:

• Online learning navigation

• Identify struggling students

• Identify ways to address student athlete

• Learn what motivates students

• Identify/implement motivation strategies

Interpersonal Skills:

• Appropriate/engaging online discussion posts

• Collaborating in an online space

• Constructive feedback


  • Pedagogical Approach

This course uses both the connectivist and constructivist approach. Participants will use information in the lectures gathered from research articles by using metacognition to understand material and relate it to their classroom. Participants will always participants in online discussion boards and be asked to create a virtual classroom demonstrating an engaging learning space for student athletes.

Curriculum Map

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