The document discusses the positive impact of technology on student-athletes, both in their education and athletic performance. It argues that technology allows student-athletes to continue their education while traveling for competitions through flipped classrooms and online learning. It also explains how technology provides tools to help analyze and improve athletic performance through video review, performance tracking devices, and data analytics. The use of technology transforms both education and coaching by enhancing communication, safety, and opportunities for active learning.

1. Running Head: Impact of Technology on Student-Athletes
The Impact of Technology on Student-Athletes
Alyson Boytz
Western Oregon University

2. The Impact of Technology on Student-Athletes 2
The Impact of Technology on Student-Athletes
The way technology is changing the world we live in, is very apparent. We see
technology everywhere we look. The younger generation is raised with technology, and the older
generation is constantly trying to learn more. One of the biggest and most impactful changes we
see with the student-athletes is the use of technology. Technology has the positive impact on
student-athletes in the classroom by allowing them to expand their education, and on the playing
field by allowing opportunity to maximize training. With a background as a student-athlete, and
a current role as a collegiate softball coach, I have had the chance to experience this positive
impact personally.
Reforming and reshaping technology can assist student-athletes in receiving the best
possible education. A flipped classroom is an example of technology enhancing a student-
athlete’s education. According to Findlay-Thompson and Mombourquette (2014), the flipped
classroom is characterized by course structure; instructional content is assigned as homework
before coming to class; in-class time is spent on solving problems, advancing concepts and
engaging in collaborative learning (as cited by Sarah DeLozier and Matthew Rhodes, 2016, p.1).
The flipped classroom is considered to be the student-centered style of education. With this
model, student-athletes would have the same equal opportunity as their classmates. Rather than
missing valuable class time to travel, while their peers attend class, all students can learn the
content and then report back for in-class meetings.
A flipped classroom would incorporate the technology that modern students are already
familiar with. This would be beneficial to collegiate student-athletes who are spending a majority
of their time traveling for competition. Flipped classrooms offer more one-on-one style of
teaching, as well as providing students with the opportunity to expand their skills in time-

3. The Impact of Technology on Student-Athletes 3
management and effective planning. As a former student athlete, I can attest that a fair amount of
time throughout the term is missed due to travel; though time is allowed to work on homework
while traveling, the content is designed to be learned in an in-class setting, making it difficult to
complete while working alone.
Implementing the concept of a flipped classroom, the technological resources available
are used to the full advantage. In 2017 a plan was produced, Reimagining the Role of Technology
in Education: 2017 National Education Technology Plan Update, by the Office of Educational
Technology. The plan states, “A school with connectivity but without robust science facilities
can offer its students virtual chemistry, biology, anatomy, and physics labs – offering students
learning experiences that approach those of peers with better resources” (“2017 NETPU,” 2017,
p. 9). This example solidifies that learning can be transformed with technology. Without
technology in this specific situation, the student would be at a disadvantage in the process of
learning. This is comparable to a student-athletes’ education. An institution with travelling
student-athletes –but low attendance rates— can offer their students the learning style of flipped
classrooms. This will present student-athletes with learning experiences that approach those of
peers who are capable of attending class sessions with no need to miss while travelling for
competitions.
Travelling student-athletes lack the experience of interacting with peers. Interactivity is
lacking in the student-athletes’ educational experience without the use of technology to enhance
their learning. Ben McNeely, of North Carolina State University, refers to the need for
interacting with the “Net Geners.” He states,
“Interactivity—whether it is with a computer, a professor, or a classmate. They want it;
they crave it. Traditional lectures are not fulfilling the learning potential of typical

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students today. Distance education and online courses don't work well with Net Geners—
the social component of learning is required. As technology in the classroom progresses,
more and more students are going to demand it be included” (McNeely, n.d.).
Flipped classrooms offer these student-athletes and their generation, the opportunity to learn in a
style and environment they are comfortable with. By allowing this model, it not only is setting
student-athletes up for success, but also is providing them with technology-based style of
learning they are familiar with.
However, the most important piece when using technology as an aid in learning, is
relying on it only as a tool and not as the sole source of learning. Flipped classrooms provide this
possibility for collegiate student-athletes; student-athletes have the chance to use technology as a
tool in their learning, while being away from campus. Flipped classrooms offer the chance for
student-athletes to interact and engage in the learning process they might otherwise miss. When
missing class, it is the responsibility of the student-athlete to make up the course work and find
classmates to help. Not only is this an obstacle in the student-athletes course of learning, it also is
an added burden to their classmates. With an implementation of a flipped classroom, this is no
longer a problem because the course content can be found online and accessible from anywhere
the student-athlete is with internet.
In the world today, it is common for children to know how to use technology such as
computers, tablets, cell phones, and gaming devices. A 2016 national survey revealed that 85
percent of parents allow their children under the age of six to use technology in their home
(Chang, 2016, para. 1). If used properly, these devices can be a leverage for learning and
creation, as well as prepare them for their future. An article found on the website of Secure
Networks, discusses the top reasons why students need technology in the classroom. The first

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point addressed by Mareco (2017) is, “If used correctly, mobile devices and the applications they
support, will help prepare students for their future careers” (para. 6). Technology gives students
the circumstance to learn and aid in their discovery. The use of technology offers access to an
unlimited abundance of sources. Knowing that children are being raised in an era where it
technology is often used, it is important that the education system is reshaped to adapt to this.
With the increased availability to digital tools, students are able to learn and experience
more when they create content digitally. Not only do student have to learn the content that is
being researched, but they are also expanding their skills while using the application to create the
content. Working collaboratively is not only a necessity in learning and education in the 21st
century, but also in most workplace settings. The ability to collaborate is constantly expanding
due to the endless array of internet based digital tools, this is commonly referred to as active
learning. There are a countless number of free tools available to students and educators via the
internet that are supplemental to active learning. Because these tools are available, it is a
disadvantage to not incorporate them in the education of student-athletes.
Personal learning networks were created with collegiate students identified as the target
market. Studies show that when engaging with each other via social media networks (Instagram
or Snapchat for example) personal learning networks are active and evolving. The combination
of the accessibility of the internet and the concept of networking, makes today’s personal
learning networks full of rewarding, interactive learning with possibilities to collaborate. Using
technology in the classrooms of student-athletes, the opportunity to use personal learning
networks increase. For example, courses in my program require me to interact with my
classmates and discuss weekly topics on Facebook. By doing so, I am engaging with classmates

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through a social media platform, but also am completing a course, and building my personal
learning network.
Mobile devices have a large impact on learning as well. Such as, opening the possibilities
for accessing the internet. In the past, the idea of having access to such knowledge at our
fingertips, twenty-four hours a day, seven days a week, was almost unimaginable. Bandura’s
Social Learning Theory indicates that people learn from one another, via observation imitation,
and modeling (as cited by David, 2015). This theory supports not only traditional face-to-face
social interactions, but also social interactions through digital networking; the idea of “flipped
teaching and learning” is a target use of blending learning techniques (Walsh, 2014). Knowing
this information and the progression of technology, presents the conclusion that flipped
classrooms would not only be beneficial to the collegiate student-athlete because of accessibility,
but also because of the opportunity to expand future necessary communication and collaboration
skills.
Technology is not only useful for the collegiate student-athlete for educational purposes,
but also for training and competitive purposes. The transition from student-athlete to coach has
provided me with many examples. By implementing technology in to my coaching style, I have
found that my players relate better because of the technological based world they have grown up
in. Chelsy Ranard, discussed the levels of change in her article, How Technology Has Changed
Coaching. Ranard notes the positive impact that has created a better view for communication,
safety, video usage, and ability to analyze data (Ranard, 2014). Through my evolution from
player to coach, I have experience from both ends of this spectrum. In agreement with Ranard,
technology has contributed to athletics with the assistance with communication, safety, ability to
analyze data, and use of video in our program.

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Communication between the coaching staff and the coaching staff and players has
increased tremendously with the rise of technology. For example, our team has a group text
designated specifically to team communication. Messages with information about practice
schedules, games, or anything else related to softball, are relayed through this group. This makes
the communication line open and accessible all hours of the day. Due to the large number of
athletes on our team, we use an app that was created specifically for large group texts,
“GroupMe.” GroupMe allows for quick and easy communication among our staff and players.
With technology, there is an increase in the safety aspect of athletes training. For
example, I could purchase an application that could give me insight on the mechanical
fundamentals of my pitchers, and show how their body positioning could be improved or
changed so that they would put less stress on their bodies and lower the rate of injury. By doing
so, I am giving the student-athlete more instruction than just verbal communication. It is often
hard for a student-athlete to comprehend what their body is doing, based on verbal feedback.
With the ability to visually show them what is being instructed, the student-athlete has a better
chance of implementing the instruction and increasing their safety. Technology has also played
an important part on the production and progression of the softball bat. Softball pitchers are only
forty-three feet from home plate. By the time the ball is released, they are roughly thirty-eight
feet from the batter. Technology has provided the engineers designing the bat, with the ability to
find designs that allow the batter to hit the ball hard, but not too hard to traumatically hurt a
player on defense.
The ability to analyze performance with the use of technology is a huge advantage for the
student-athlete to support and transform their learning in regard to their sport. Technology has
provided the opportunity to break down an athlete’s movement, on a more scientific level and

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see how their body is working to achieve their goal. Our program recently implemented the use
of a device called the “Rapsodo.” The Rapsodo system uses a camera mounted on a tripod, and
provides the user with feedback on each pitch’s velocity, spin and trajectory. As cited by Taylor,
in a Sports Illustrated article, MLB pitcher Craig Breslow states, “I can know quantifiably or
statistically that I’ve made improvements based on the way I define my improvements,” (Taylor,
2016). As mentioned by Breslow, technology helps the student-athlete improve their skills to
enhance performance.
Another tool used to analyze data is the Zepp swing system. This tool attaches to the end
of a bat, this is convenient because it is interchangeable and can be used on any bat. The tool is a
small square, about an inch on each side. Inside is a chip, which connects to the Zepp app that is
downloaded on an iPhone or iPad. After connecting the chip to the source, the athlete will swing
the bat. The Zepp chip can read the speed of the bat, the path of the bat, and consistency. This
training tool has proven to be a viable source for our program. Zepp provides our athletes with
the chance to work on their mechanics on their own time, without the need of a coach present.
An athlete just needs the Zepp chip, a bat, and a device with the app installed.
Today a high-quality camera is more affordable than it was twenty years ago and access
to a mobile device is ever-present. All of this makes it easier for coaches and athletes to review
video and footage of games and training sessions. Devices like the Raspsodo provide student-
athletes with instant feedback, giving them the opportunity to improve every day. Cameras such
as GoPro can be attached to the helmet of a catcher and give the pitcher the catcher’s view for
the path of the ball. This is a crucial element to have in order to see the actual path of the ball
when in motion.

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Duke University has implemented technology in to their program as well, replacing
tradition playbooks with iPads for their players, coaches, and staff (Fagan n.d.). Though our
budget currently does not provide us with this opportunity, we are able to provide our athletes
with access to game footage. With the use of the GoPro and a video camera, our coaching staff
records every game, as well as occasional practices. This footage is all uploaded to a shared
Google Drive folder. The coaching staff and athletes are all given access to this folder. Having
this folder accessible from any digital device allows the athlete the opportunity to view at any
time.
The way of coaching has forever been changed with the evolution of technology. The use
of laptops and tablets are replacing the former “pencil and paper” tasks. It is no longer necessary
for a coach to pack around a binder full of papers, when they could store all their files on a
laptop or tablet. I find it much simpler and more organized to rely on my iPad to store all my
paperwork needed for coaching, rather than trying to keep all the papers organized. The
professional level has implemented this use to an extended level. A contract between Apple and
MLB provided coaches in the dugout with iPads loaded with a software designed for baseball.
Prior to this agreement between the two companies, technology (smartphones, computers,
and tablets) have been banned from the dugout. When interviewed, Jesse Sanchez, a national
reporter for MLB.com, refers to the mixed reactions from people in the dugout. “I think
baseball’s very traditional so there’s some managers and players who might not follow that path
and use the iPad. But there are others who are really progressive and will use it…” (Doubek,
2016). Though NCAA currently bans all electronics (smart watches included) from the dugout,
the change may be soon as collegiate sports are constantly incorporating changes based off
professional leagues.

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Another advantage technology gives to the student-athlete is the use of big data. Cathy
O’Neil discusses the use of big data in MLB and collegiate baseball in the first chapter of
Weapons of Math Destruction. O’Neil refers to the knowledge MLB managers have of opposing
hitters and their tendencies. “Managers now know precisely where every player has hit every ball
over the last week, over the last month, throughout his career, against left-handers, when he has
two strikes, and so on,” (O’Neil, 2017 p. 16). Technology has allowed for statistics to be
calculated to gain knowledge and increase the chance of winning.
Big data is used in collegiate sports as well, scouting reports are an example of this.
Excluding the teams in our own conference, our program is constantly getting reports on our
opponents. We look for trends and tendencies players have when on offense and defense.
Recently we received a report from a university that was generated by Diamond Charts LLC.
This software provides the user with weekly reports and spray charts for the upcoming
opponents. Diamond Charts’ motto is, “Diamond Charts will relieve your coaches of scouting
responsibilities to focus on more important aspects of your program such as player development,
academic achievement, practice planning, and recruiting” (Diamond Charts LLC, 2017). As
mentioned, technology such as this software, allows coaches to spend their time on things other
than scouting charts for their upcoming games; more time can be spent on training the athletes
using the information received from the software, and implementing that knowledge in to
practice plans.
The common ground between technology and success in the classroom as well in the
athletic field, is the development the student-athlete partakes in. Technology is a platform for the
success of the student-athlete, in their sport, in their education, and in their future career. Athletic
departments across the nation have concentrated on advanced ways to assist student-athletes as

11. The Impact of Technology on Student-Athletes 11
they are performing in class, on the field, and as they transition in to their career. Preston
McClellan refers to Game Theory Group in his article, “Game Theory Group is the first of its
kind to provide technology to athletic departments uniquely assisting student-athletes as they
transition from high school, into college, and ultimately into the workforce” (McClelland, 2014,
para. 5). Game Theory Group has a main goal of helping student-athletes reach their academic
and career goals. Game Plan Pro, an associated group, connects student-athletes to corporate
partners of Game Theory Group, that are looking for highly-qualified entry-level job candidates
(McClelland, 2014). Game Theory covers curriculum topics such as sexual violence prevention,
financial literacy for athletes, and social media awareness. At the current time, our athletic
department currently does not have the budget to provide our student-athletes with a service such
as this. However, in the future, if this service could be implemented, our student-athletes would
greatly benefit. Services such as Game Theory Group, offers student-athletes with the support
needed to transition from a student-athlete to their career.
The use of technology will enhance a student-athlete’s educational experience and
athletic performance. The student-athlete’s education has the opportunity to expand and their
athletic performance can be maximized by incorporating technology in to their life. Technology
can create learning environments for student-athletes, where travelling for competitions will not
hinder educational performance or the learning experience. Athletic training is increased with the
use of technology as communication, safety, ability to analyze, and data review is improved.
Technology will positively impact student-athletes in the classroom by allowing them to expand
their education, and maximize their athletic training.

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