What's the big deal w/sports?

<p>I haven't participated in any school sports. If I could list any type of sports on my activity list I could only list tennis on the weekends, but even that's not official or anything cause I just played with mom or friends. Is sports really that big of a deal when it comes to college acceptances or is that just a myth?</p>

<p>Playing and dedicating yourself to a sport shows commitment and potentially talent. Schools like that people have played school and extracurricular sports because it shows that you don't just spend your time at home playing video games all day. So yes, I would say if you have very few activities and no sports then that's not a good thing in a college's eyes (unless you have a great essay or SAT scores that might cancel that stuff out, I dunno)</p>

<p>ok in my opinion there's mainly two rationals to why sports are weighted heavy on your applications: 1. If you are good, and i mean, goooood, at the sport you have been playing for maybe all of high school, and you may be playing for the unversity, you would have a HUGE boost in admissions over everyone else, even be recruited (ex...ONLY AN EXAMPLE, there are many african-american basketball players that score roughly 1100 on their sats, and are admitted to unversities like duke based on their awesome ability to play bball, whether or not this is right or wrong, it's realityy) 2. Sports show that you are well-rounded, hey you may not be good, like i have been playing tennis for my school, the reason i would put it on my applications and it would look good is because i also particpate in over 10 clubs, with leadership positions in all, plus my grades are solid, so that just makes the college know that you can handle all that pressure and succeed....but this of course is my opinion lol =)</p>

<p>What if someone plays music but doesnt play sports? Will colleges look down upon that? Or.. what about playing sports on weekends to relax instead of playing for a team at school?</p>

<p>Do more than one thing and do them well. Exactly what you do matters not quite as much as the dedication you show to it. (This may sound familiar to some people, I've used almost these exact words in response to other posts.)</p>

<p>Sports aren't such a huge deal as long as you show that you do other things.</p>

<p>how big of a boost can a sport give you at a top university where you would definitely play for the team if accepted?</p>

<p>At many schools- especially D1 universities- many of the teams are filled entirely by recruited athletes. There many be NO walk-ons! So, unless you are good enough to be recruited, it is best to check with the coach on whether they take walk-ons. At a smaller school (espec D3) there is usually room for walk-ons in many sports. There are a lot of threads here about the boost athletes can get, and how you can't always depend on that boost from the coach to get you in.</p>

<p>Everyone knows that most athletes to really hard schools are just doing sports to pad their apps.</p>

<p>thethoughtprocess, that is really stupid. There are many athletes who apply to highly selective schools who also aspire to do their sport at that school. Also, there are many successful and happy high school athletes who are very committed to their sport, but choose not to do it in college. I can't imagine putting the time and effort into a sport to just pad the application.</p>

<p>i wasn't talking about you. its apparent that you care about your sport. no offense to you.</p>

<p>i'm talking about half the kids on my track team, who just sign up, never show up for meets, run poor times, and write it on their applications.</p>

<p>you don't know anyone like that?</p>

<p>Yeah the people who pretend to be in things that they barely take part in then put it on their apps to look better...I know some</p>

<p>I hate those people. :-( They ruin it for everyone...</p>

<p>I think it is pretty easy for a school to tell. Many times on CC I will see a list as long as my arm of ECs and I just KNOW there is no way that this kid has done anything deep level in these ECs, no way they've done more than attend a random meeting or two-- they are just padding. </p>

<p>Being on a HS team, even if you don't start, does involve hours of time so I think it shows the adcom you can balance your time well and do more than just school. It may also show that you are the sort of person who pursues something for personal fulfillment even if you are not a star at it. Both of these qualities could be plusses for an applicant who was not an athletic recruit.</p>

<p>The Common App has places for people to put the hours they spend per week on an EC, the # of weeks per year, and whether or not they plan to continue the EC in college. That ought to seperate the dilletantes from the serious people.</p>

<p>Too bad people answer dishonestly sometimes on that stuff SBmom</p>

<p>It shows dedication and discipline which, ideally, would be carried into the classroom. As far as student athletes go, some of the best students in my school were from the cross country and track teams. Also for thethoughtprocess, there was always a ton of kids like that on my school team, but the best part about that is guess what, they won't be running all that fast by being lazy(also won't have any awards). Most of the time athletics are only a major hook if you are able to make the team otherwise it's just another EC among the list. A good guideline is to look at the conference that the school you are applying to competes in and see if you can contribute(score points) at the conference meet, those are the athletes being recruited, not the lazy bums.</p>

<p>Yeah, some of the best students in my school are from the track and cross country teams also...because those are the two easiest teams to join, so all the academic-oriented people could say they played a sport.</p>

<p>Don't you think there would be a red flag if a kid's hours added up to 40+ a week and he had not achieved any real distinctions in the EC?</p>

<p>My D's sports took about 17 hours a week: 2.5 hrs play per day x5, plus usually two matches with travel each way. I was actually sort of shocked to see the # of hours her ECs added up to.</p>

<p>Xiggi posted really good information about extracurriculars in the Parents Forums a while back, you might want to search for it.</p>

<p>But basically he said that colleges use a point system and you get points for having a leadership position, etc. And if you are able to get 3 points then your EC's help you, but if you can't get 3, your EC's don't do anything. Let me find the post.</p>

<p>Yeah I had that too, just had a rough estimate of 16 hours per week of XC and 18 per week of track, mostly due to long weekend meets.</p>

<p>Xiggi's Post:</p>

<p>Do EC matter? </p>

<hr>

<p>I think that the following guidelines represent a must-read for students and parents evaluating their final tally of EC. While the subjective analysis of the UC might be different from other selective schools, it is important to realize that the vast majority of the activities commonly reported by students will -and should- NOT earn any brownie points. Notice how you need THREE items to earn any leadership points and how most activities are excluded. It is amazing how many of the activities that matter little to nothing represent the bulk of the activities listed by students on CC. In my opinion, this is yet another example of the dysfunctional relation between high school counselors and colleges adcom. The chasm between what colleges expect to see from high schoolers and what high schools routinely advise is growing at alarming rates. Most high schools' GC are still listening to ABBA and the Beatles! </p>

<p>UNIVERSITY OF CALIFORNIA - EC SCORING GUIDELINES</p>

<p>LEADERSHIP PROMISE: </p>

<p>Leadership promise is measured by an applicant's involvement in extracurricular activities at their school, community or home. Three or more are required.
Points: Three or more leadership roles that demonstrate one's capacity to direct or influence the course of an activity/organization or the action of others -- in activities at school, in the community or at home. Must show consistent participation (i.e., A school year or sport season) or some indication of achievement. Examples:
- Chief or section editor of school newspaper or yearbook
- Team captain
- Section leader in the school band, drum major, conductor
- Director, stage manager or choreographer of a school play
- Student body or class officer
- President or vice president of team/club or volunteer organization
- Representative to the school board, city council or area representative for a community organization
- Mock trial officer or delegate to a regional or larger conference
- Girls/boys state or national delegate
- Model UN head delegate or junior statesman delegate to regional or higher level conference; undersecretary or general secretary
- Leadership role in Girl/Boys Scouts, Sea Scout, Quarter Master
- Life Scout/Silver Award, Eagle Scout/Gold Award (received or in progress)
- 4-H Diamond Star or All-star; 4-H Teen Leader, national conference team member; state ambassador
- Link crew team leader
- Peer trainer or mediator
- Lead person in a major activity, such as a fund-raising drive, cultural activity or tutoring program
- Youth educator in community activities such as Sunday school teacher or coach
- Participation in highly selective leadership program
- Parental role at home as primary care giver or major wage earner
No points
- Member of club, organization or sport team
- Lower officer of non-selective club
- Volunteer for community organization
- Tutor
- Junior Statesman participant
- Future Business Leaders of America
- Model UN participant
- Teaching assistant
- Habitat for Humanity volunteer
- School Accreditation Review Team
- Link Crew member
- Mexicali Missions project volunteer
- 4-H star ranks bronze-gold
- Umpire, referee or lifeguard (unless description in personal statement satisfies leadership definition)</p>

<p>SPECIAL TALENTS AND SKILLS:
A special talent or skill involves substantial participation or exceptional performance in the arts, sciences, languages, athletics, etc. that demonstrates hard work and accomplishment.
Points: Persistent involvement in two activities for 3 years each, resulting in distinguished recognition at the school or higher level or representing outstanding effort and dedication in the community; or long-term involvement in one activity resulting in recognition at the state level or the right to compete at the national level. Examples:
- Debate tournament winner
- Speech or essay contest winner (Forensic awards)
- Dance/music award winner
- Lead in school play
- 1st chair in school band/orchestra or beyond
- Sports -- All league 1st team, athlete of the year, league MVP; state or national
- State or national level championship team
- Academic Decathlon winner
- National Merit semifinalist or finalist
- 4-H Emerald Star; Presentation Day winner in regional or state competition
- FFA champion or reserve champion award
- FFA regional, state or national proficiency awards
- Model UN best delegate
- Mock trial individual award at regional level; team award at state level
- Participation in a highly selective program such as the National Science Foundation Young Scholar's Program, COSMOS, etc.
- Extended involvement or experience in another culture or one's own culture, representing outstanding effort and enabling the student to contribute knowledge to the educational experience. Examples: Proficiency in a language other than English that is used to serve the community or study in non-English speaking communities or countries where the student plans to work. Proficiency in traditional cultural skills and talents.
- Year-round employment or volunteer work of 12+ hours per week where work is skilled and demonstrates responsibility such as writing articles for newspaper, computer programming, Web design, etc.</p>

<p>No points: Continuous involvement in activities but no distinguished recognition is received.
- Continuous long-term music lessons
- Awards for Golden State Academic Exams
- Who's Who
- CSF
- Presidential award for academic and physical fitness
- National Merit commended or scholar
- Model UN commended performance
- Honorable mention awards
- Participation in non-selective summer programs
- Academic decathlon participant
- Recognition for good performance
- Honor roll
- School most valuable player
- Most improved player
- Coach's award
- Varsity letter(s)
- Congressional award
- Member of a championship team unless at state or higher level
- Pages for state or national senate or assembly</p>

<p>PERSONAL DIFFICULTIES & PERSEVERANCE:
This is based on a reading of the personal statement for documentation of the applicant's ability to persist and overcome unusual, seemingly insurmountable difficulties or challenges which may have affected the applicant's ability to achieve full academic potential during middle or high school.
Points
We strongly consider factors over which the student has little or no control and which are inevitably linked to the student's academic achievement. Difficulties and challenges usually involve multiple factors, such as:
- A history of low income
- Adverse home environment
- Unusual family disruption
- Drug, physical and mental abuse
- Unusual medical/emotional problems
- Frequent change of schools (3 or more high schools)
- Lack of exposure to appropriate role models
- Adverse immigration experience within the past five years
- English as a second language
- Assumption of role as primary caretaker of the family
- Unusual disruption in school, residential or tribal community (e.g., long-term school strikes, widespread natural disasters, etc.)
- Active discouragement or severe lack of support from family or school personnel
No points
Isolated events of short duration that have little or no effect on the student's academic development, such as:
- Short-term illness such as a broken leg, flu
- Short-term adverse incidents (e.g., short-term closure of school due to inclement weather, short-term absences from school to care for a family member, etc.)
Situations or circumstances that the student is capable of changing but did not do so.
- Unfocused student
- Dislike of school and teachers
- Elective trips and vacations during the school year
- Elective employment
- Elective community, social, recreational and other extracurricular activities.</p>

<p>MARKED IMPROVEMENT:
Academic record from 9th to 11th grades shows marked improvement in grades or significant shift in academic rigor.
Points
- From having mostly C's or less to B's and A's
- From having mostly C's and B's to almost all A's
- A shift from non-college preparatory course work to college preparatory
- A shift from only college prep to almost all advanced courses such as advanced placement & transferable college courses with B's and A's
No Points
- No change in course work rigor, including shift from college prep to regular honors courses
- No improvement in grades received
- From having mostly C's and B's to almost all B's
- From having mostly A's and B's to almost all A's</p>