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Brainstorming Activity

1A. List the primary objection opponents might make to your thesis’ claim:

Critics argue that correct academic standards for student-athletes mean that athletic talents and athletes with low GPA scores will not be allowed to flaunt their talents. This could particularly affect underprivileged athletes significantly; these athletes can only get scholarships to school and college. Therefore, they stand to be significantly affected by this. These athletes may also be shut out if the academic standards are increased to unreasonable levels.

1B. List key research or logic they might use to back up their objection:

· Academic barriers: Most student-athletes, especially those from low-income families, struggle to balance school work and games. Curs et al. (2023) argue that due to the various pressures, student-athletes have to grapple with academic challenges that can be even harder than students who are not athletes.

· Scholarship dependence: For some athletes, sports provide a critical pathway to higher education, and raising academic standards could prevent them from qualifying for sports scholarships (Day Madison et al., 2015).

· Dropout risk: Increased academic pressure could lead to mental health struggles, including stress and anxiety, and may result in higher dropout rates among athletes who lose their eligibility due to poor academic performance (Curs et al., 2023).

1C. Explain how you would respond to the opposition’s first claim, making sure to list research to support each of your points:

Point of Concession:

Indeed, academic difficulties are potentially problematic for some student-athletes, especially those from low socio-economic backgrounds, and such athletes would find it more challenging to meet the high standards required in academic learning. These students may have fewer resources and encouragement from parents or other academic-related things (Curs et al., 2023).

Rebuttal:

Although there is some truth in this concern, it is crucial to highlight that academic achievement is paramount to the overall success of the student-athletes. This means embracing strict academic standards to guarantee that student-athletes can be equipped for something else after their short-lived sporting days. The NCAA (n.d.) mentions one of its missions as helping the student-athletes succeed in their athletic and academic pursuits. However, academic assistance in the form of tutoring, counseling, or even mental health care can assist in meeting these criteria for student-athletes and, at the same time, ensure that all students are treated equally under the general law (Gard, 2017).

2A. List a second objection opponents might make to your thesis’ claim:

A second argument is that more academic pressure entailed by stricter eligibility requirements will not be beneficial for students as they can experience mental problems and then drop out.

2B. List key research or logic they might use to back up their objection:

· Student-athletes already face immense stress from balancing their academic and athletic responsibilities, and stricter requirements might exacerbate this pressure (Curs et al., 2023).

· Mental health concerns such as anxiety, depression, and burnout are often cited as reasons why student-athletes might struggle to maintain their academic standing, potentially leading to a higher dropout rate (Curs et al., 2023).

2C. Explain how you would respond to the opposition’s second claim, making sure to list research to support each of your points:

Point of Concession:

It is true that high academic pressure may lead to mental health concerns for some of the student-athletes where more academic problems exist (Curs et al., 2023).

Rebuttal:

However, this cannot be solved by reducing academic standards, but this should be resolved by increasing the provisions for student-athletes, including mental health, counseling, and academic help. With these resources, people can overcome all the pressures placed on them as athletes and succeed academically and athletically. However, fulfilling high academic standards benefits student-athletes in their future careers by preparing them for the academic challenges after their career in sports is over (Gard, 2017).

3A. List a third objection opponents might make to your thesis’ claim:

The third argument might be that children who are academically less capable but have raw talent in athletics may not advance to the next level to continue with sports and further their education at the same time.

3B. List key research or logic they might use to back up their objection:

· Critics might argue that athletic ability should be prioritized over academic performance, especially for students who may not excel academically but have significant potential in sports (Curs et al., 2023).

· Talented athletes from disadvantaged backgrounds may lack the academic resources needed to meet stricter eligibility requirements, which could further limit their access to sports scholarships (Day Madison et al., 2015).

3C. Explain how you would respond to the opposition’s third claim, making sure to list research to support each of your points:

Point of Concession:

It is true that academically challenged athletes are at a disadvantage in performance due to high academic standards, which can reduce the chances of one being offered a scholarship to pursue the sport.

Rebuttal:

Nevertheless, there is a necessity to bring more equity and fairness in the educational setting. Setting higher academic standards entails that all the students in the institution follow specific academic standards, irrespective of the ability a student may display in athletic activities. Further, it enables athletes to have something to fall back on should they retire from the sport, as well as prepare the athletes academically for the future. This is not to remove the athletes but rather enable the athlete to complete his/her education in a balanced manner that caters to success in the future (Gard, 2017).

References