|dc.description.abstract||The major purpose of this study was to determine how no pass, no play has
impacted the perceptions of academic player eligibility as perceived by high school
coaches in Educational Service Center, Region 20, Texas. Variables such as coach
characteristics, school characteristics, and community characteristics were researched.
In addition, the study examined the influence gender and ethnicity of the coach had on
their perceptions of no pass, no play.
The study focused on the perceptions of coaches to no pass, no play relating to
(1) student motivation, (2) instructional issues, (3) ethnicity specific variables,
(4) student suspension variables. The relationship between poverty status in the district,
annual household income, the type of sport, and demographic variables such as the
gender, experience level, and ethnicity of the coach were also examined.
Respondents’ answers were dependent upon a number of variables. The gender
of the coach was a variable that reappeared as significant throughout the study. The ethnicity of the coach and minority population in the school also showed to be
significant variables. Lastly, the type of sport, poverty status in the district, percentage
of economically disadvantaged students on the campus, the annual dropout rate, and
annual household income were also variables that significantly impacted the study.
Findings of the study included:
1. Female coaches were four times more likely than male coaches to believe
that no pass, no play was an effective motivational tool.
2. Female coaches were 87% more likely to feel that allowing students to
practice while they are ineligible to participate motivated students to stay in
3. As the annual household income in the district increased, so did the
likelihood that the coach perceived students to feel threatened by no pass, no
play, resulting in increased study time by the students.
4. The type of sport did not have an impact on coaches’ perceptions that in
order to influence student eligibility, parents and student-athletes challenge
failing grades assigned by teachers.
5. As the number of ineligible students increased, the likelihood of an athlete
making better grades following suspension decreased.||en