y boards. Athortatarian coaches treat players poorly due to the demands placed on them by society, school and the student body. These are only a few of the many negative outcomes that are excepted as truths. When I came to Kent I was told that I would receive a full scholarship, five years paid for a four-year degree. I started as true freshman and had to fight to get my fifth year paid.6th paradoxI completely agree with Eitzen in stating that young individuals don’t learn democracy when the leaders are tyrants. Young people learn from those that will listen and trust in them not those that demand and degrade by authority. They want to be free and do not want to be lectured or punished for every decision not that of those in charge. To know what democracy entails they must first live in one. (Eitzen, p.63) From my own experience, high school was so much more fun than college. In high school the more I played the more I wanted to play. In college, the more I played the more I couldn’t wait for it to be over. I don’t want to sound ungrateful for the opportunity; it was just that it was more a job with limitations rather than enjoyment for the love of the game. Virtually every aspect of our lives was controlled. Sports are allotted/permitted to take up a particular amount of a student athlete’s time. But, the way around the rule is by scheduling non-mandatory activities with repercussions for non-attendance.7th paradoxIn considering contradictions to big time athletics I was lucky to attend a program that influenced good grades and academic success. I believe that we were treated as fairly as any other sport at Kent and if we weren’t then I was unaware. Eitzens’ solution to this situation begins with the changes in the administration of sport and the education of athletes. Only those students with the potential to compete as students should be admitted. Neither special treatment nor aca...
