RDP: QUAL AR MATRIX EDUC 750
RESEARCH DESIGN PROJECT: QUALITATIVE AND ACTION RESEARCH ANALYSIS MATRIX TEMPLATE
Shanay Y. Howard
School of Education, Liberty University
Qualitative and Action Research Analysis Matrix
Complete this matrix using the articles from the Research Design Project Sampling, Measurement, and Data Collection Type
Matrix. The matrices are set up with specific spacing in each block. Please do not change. The reference block is already set up in
APA with double-spacing and hanging indent. You do not need to include your article references in the reference section; only the
Bible reference(s).
Article Type QUALitative Basic (QUAL-B)
Article Reference Brouwer, A. M., Johanson, J., & Carlson, T. (2022). College Athletes’ views on academics: A qualitive
assessment of perceptions of academic success. Journal of Athlete Development & Experience, 4
(2), 122-138. https://doi.org/10.25035/jade.04.02.01
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RDP: QUAL AR MATRIX EDUC 750
Results The results of the study found four themes that emerged based on the student-athletes responses.
According to Brouwer et al., (2022), the four themes perceptions of grades, motivation for grades,
communication about grades and strategies and recommendations for successful academic achievement
(p. 125). The student-athletes described academics as important, but their ability to prioritize schoolwork
was shaped by time demands, team culture, and support systems. There were also statements regarding
the frustration about stereotypes that athletes are less capable academically which pushed them to work
harder in classes. Results revealed that student-athletes took academics seriously and with the right
structure around them they could increase their results.
Limitations This study took place at a NCAA Division II university, which limits transferability to larger Division 1
programs or smaller schools. Focus groups were voluntary, so athletes who felt comfortable discussing
academics may have been more likely to participate (Brouwer et al., 2022, p. 133). Another limitation was
that the analysis relied on self-report narratives, which reflected perception rather than veridied
academic outcomes.
Implications The implications of this research highlighted that academic success was not just about ability but also the
environment of the student-athlete. When institutions/colleges provide safe spaces and inclusive
academic cultures, student-athletes can thrive. For counselors, coaches and educators, the findings of this
study reinforce the importance of proactive conversation about priorities, expectations and hidden
pressures athletes feel (Brouwer et al., 2022 p. 132-133). It also reminds leaders to address stereotypes
that harm student athletes and ensure athletes feel valued in and out of their sport regardless of the
performance.
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RDP: QUAL AR MATRIX EDUC 750
Other than
researchers, who can
use the information
from the findings and
how? (school
districts, principals,
teachers, parents,
etc.)
Others than can use this information are academic advisors, coaches and faculty/ athletic administrators.
Academic advisors can use this information from this study and the themes to better design student-
athlete workshops that validate experience and strengthen self-advocacy. Coaches can use the research to
reshape program culture and strengthen self -advocacy in student-athletes. Faculty and Athletic
Administrators can use the information to improve communication with student-athletes and reduce bias
in the classroom against them (Brouwer et al., 2022, p. 133).
Ideas for Future
Research Not
Already Listed
Ideas for future research could explore whether a student-athlete’s perceptions differ across divisions,
genders, or sport types. Researchers could also compare team cultures to determine how specific
coaching styles influence academic identity. Another idea could be a longitudinal study of how perceptions
change evolves in student-athletes from freshman to senior year.
Your connection or
experience (previous
or present) with
topic/issue in study
(not that you will be
researching it)
I often here the themes discussed, in this research, in my daily interactions with student-athletes. One
thing I know for sure, is that student-athletes want to succeed, but they need structure and expectations
set for them. With the right supports, they can be successful. I’ve also seen how strong relationships with
caring adults can truly change a student-athlete’s entire academic trajectory.
How you will be able
to use this article in
This article gives me a strong qualitative reference for my future research by giving categories such as
identity, relationships, time pressure that I can use as a part of the interview protocols when evaluating
academic pathways for student-athletes.
your future research
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RDP: QUAL AR MATRIX EDUC 750
Biblical connections
you can make with
the findings of the
study (Must integrate
at least one Bible
verse in your answer)
When I think of how much student-athletes juggle compared to the non-athlete peers, but still have a
desire to learn and be successful it is a gift from the Lord. I reflect on my own life, as a student-athlete,
and I wanted true success in all aspects of my schooling and sport and had to find balance. The Lord
helped. In Proverbs 18:15 it states, “the heart of the discerning acquires knowledge, and the ear of the
wise seeks knowledge (English Standard Version, 2001). When overwhelmed or looking for guidance
student-athletes will need to see knowledge from above. This scripture also reminds me that
environments should support, not hinder, the pursuit of knowledge by student-athletes. Our responsibility
as educations is to cultivate spaces where students can seek wisdom without unnecessary barriers.
Article Type QUALitative Applied (QUAL-A)
Article Reference Rutledge, M.E. II. (2023). Exploring how student athletes balance athletic, academic, and personal needs
though Learned Needs Theory. Journal of Research Initiatives, 7(2), Article 4.
https://digitalcommons.uncfsu.edu/jri/vol7/iss2/4/
Results The results, in this study, found that student-athletes balance their academic and athletic worlds by
drawing on three core needs: achievement, affiliation, and power (Rutledge et al., 2023). Student-
Athletes described tension between wanting to excel in school and feeling pressure to succeed and
prioritize sport. For some student-athletes, strong supports such as coaches, mentors, and advisors helped
to stabilize this balance. For others, unmet needs created stress and confusion for student-athletes’ major
choice and time management. The study showed us that a student-athlete’s success is tied to emotional
and relational needs, not just study habits.
Limitations The sample for this study was small and limited to institution. The study also contained qualitative
interviews which rely on participant memory and interpretation, so the findings reflect subjective
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RDP: QUAL AR MATRIX EDUC 750
experience rather than measurable behavior. Another limitation of the study, was that only certain sports
were represented, limiting generalizability.
Implications The findings from this study reinforces that student-athletes succeed academically when their cored
needs are met, not when they are pushed harder. Coaches and advisors should help student-athletes
choose majors that align with their intrinsic motivations rather than convenience of schedule and outside
of their sport. Coaches should also be aware that academic struggles often signal unmet emotional needs,
not laziness in student-athletes.
Other than
researchers, who can
use the information
from the findings and
how? (school
districts, principals,
teachers, parents,
etc.)
Counselors, Coaches and Parents are others that can use this research to help them with the interactions
with their student-athletes. Counselors can use this framework to identify gaps in a student-athlete’s
support system. Coaches can use this information to better understand why some student-athletes
appear disengaged academically and what can be used to motivate them. And lastly parents can use
these findings to encourage healthier balances and decision making for their student-athletes at home.
Ideas for Future
Research Not
Already Listed
Future studies should examine the differences by sport, gender, or scholarship status. A mixed methods
designed study could compare self-reported needs with academic outcomes. Additionally, a longitudinal
study could track how these needs shift over time, especially through year by year.
Your connection or
experience (previous
or present) with
topic/issue in study
(not that you will be
researching it)
Daily, I see student-athletes struggling not because they don’t care, it’s because lack of support.
Studentathletes are navigating needs that adults often overlook or don’t even notice. Understanding
these needs of student-athletes help me guide families more effectively.
How you will be able This study gives me a basis for a lens through the Learned Needs Theory, that I can integrate into my own
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RDP: QUAL AR MATRIX EDUC 750
to use this article in
your future research
qualitative frameworks and practice as I examine how non-traditional student-athletes navigate
academics.
Biblical connections
you can make with
the findings of the
study (Must integrate
at least one Bible
verse in your answer)
Student-athletes need a lot of support being successful in both sports and academics. Supporting
studentathletes academically means paying attention to their emotional and relational needs, not just
performance. In Philippians 2:4 it states, “Let each of you look not only to his own interest, but also to the
interests of others” (English Standard Version, 2001). We must consider the interest and needs of all
student-athletes and what will help them be successful. A biblical approach calls us to see the whole
person
Article Type Action Research Quantitative (AR-QUAN)
Article Reference Firth-Clark, A., Sutterlin, S., & Lugo, R. G. (2019). Using cognitive behavioral techniques to improve
academic achievement in student-athletes. Education Sciences, 9(2), 89.
https://doi.org/10.3390/educsci9020089
Results The results for this article showed that a six-week cognitive behavioral and HRV biofeedback intervention
significantly improved academic performance in English, Math and Science among the secondary
studentathletes (Firth-Clark et al., 2019, p. 7-8). The student-athletes also reported increases in self-
efficacy and emotional regulation. Overall, Firth-Clark et al. (2019) showed that targeted psychological
skills training can produce real academic benefits (p. 8).
Limitations Assignments to groups was not randomized making true causal claims very limited. The study took place
in one gifted and talented program, reducing generalizability. An additional limitation was that grades
were used as the primary academic measure which may not reflect the measurement of deeper learning
that was done or could have happened. Participants were also from different grade levels (7-11) which
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RDP: QUAL AR MATRIX EDUC 750
individuals’ differences due to developmental ages could influence the results (Firth-Clark et al., 2019,
p.11).
Implications If schools want to make meaningful academic improvements and outcomes they can teach student-
athletes psychological skills in addition to study skills. This was shown throughout this study. This study
validates integrating sport-psychology techniques into academic interventions.
Other than
researchers, who can
use the information
from the findings and
how? (school
districts, principals,
teachers, parents,
etc.)
School counselors, learning specialists, coaches, and athletic departments can use this information and
model to design academic support interventions that help student-athletes in self-regulation and
resilience. Administrators can use this research to push for more mental skills programing for student-
athletes during the school day.
Ideas for Future
Research Not
Already Listed
An idea for future research is exploring how interventions work with online or homeschooled student
athletes. A longitudinal study could be done with follow ups which could ask student-athletes over the
years how interventions helped and academics improvements persisted into later grades.
Your connection or
experience (previous
or present) with
topic/issue in study
(not that you will be
researching it)
In my line of work, I see some student-athletes that have academic struggles are often tied to
selfregulation struggles. When students master these skills and under how to self-regulate they thrive
both in the classroom and in sport.
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RDP: QUAL AR MATRIX EDUC 750
How you will be able
to use this article in
your future research
I can use this article to justify combining academic and psychological skill building in future intervention
programs and/or designs for student-athletes in nontraditional school pathways.
Biblical connections
you can make with
the findings of the
study (Must integrate
at least one Bible
verse in your answer)
When I think of self-regulation I think of self-control. In 2 Timothy 1:7 it states, “For God gave us a spirit
not of fear but of power and love and self-control” (English Standard Version, 2001). This scripture aligns
with the study’s research on intervention’s focus on self-regulation and emotional mastery. Academic
growth is tied to spiritual growth. Students have to learn to manage fear, pressure and distraction with
strength and discipline.
Article Type Action Research Qualitative OR Mixed Methods (AR-QUAL or AR-MM)
Article Reference Shipherd, A. M., Frye, B. M., & Duffy, K. (2025). A gamified intervention to enhance first- year student-
athletes’ academic self-efficacy and well being: A mixed methods study. Journal of Amateur Sport,
11(1), 1-25. https://doi.org/10.17161/jas.v11i2.23098
Results The results of this study by Shipherd et al. (2025) found that a gamified academic support program
increase first year athletes’ self-efficacy and emotional well well-being (p. 147). The quantitative results
showed measurable gains from pre to post intervention. Qualitative reflections and results revealed that
student-athletes valued the structure, immediate feedback, and sense of competition the program
provided. Many of the participants described feeling more motivated and connected to their academic
identity (Shipherd et al., 2025, p. 147- 148).
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RDP: QUAL AR MATRIX EDUC 750
Limitations The study used a small sample which limited generalizability. A major limitation of the study was the
limited number of teams and participants represented in the sample along with the high attrition rates for
both student-athlete and non-athlete participants (Shipherd et al., 2025, p. 153). The study did not have a
true control group therefore improvements may have been influenced by maturation or course structure.
Also qualitative reflections came from those who chose to engage, meaning quieter, struggling or less
engaged students may be underrepresented in the study.
Implications The results show that gamification can strengthen academic confidence of early year athletes when done
well and intentional. Schools should consider adding tech-supported, interactive academic tools into their
courses. This study reinforces that motivation increases when students received consistent feedback and
experience early wins.
Other than
researchers, who can
use the information
from the findings and
how? (school
districts, principals,
teachers, parents,
etc.)
Academic advisors, academic success centers, athletic departments and first year seminar / homeroom
instructors can all use this model to build more engaging academic readiness programs. Coaches can use
this research to support better integration between athletics and academics.
Ideas for Future
Research Not
Already Listed
Future research should include larger samples across multiple institutions. Researchers could test which
specific elements of a game such as points, badges and leaderboards influence motivation. A mixed
methods longitudinal study could show whether early self-efficacy gains lead to long term academic
persistence across the student-athletes’ years in school.
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RDP: QUAL AR MATRIX EDUC 750
Your connection or
experience (previous
or present) with
topic/issue in study
(not that you will be
researching it)
This study aligns very closely to the work I do and plans I implement with my families and
studentathletes. I help families and schools integrate structure, accountability, and motivational systems
for student-athletes to be successful. I’ve seen various gamified tools transform disengaged student -
athletes when used responsibly and intentionally.
How you will be able
to use this article in
I can use the information provided in this article when designing digital support modules for
studentathletes in my hybrid or homeschool academies or for my future research. It gives me the
structure for
your future research measuring confidence and well-being outcomes in student-athletes.
Biblical connections
you can make with
the findings of the
study (Must integrate
at least one Bible
verse in your answer)
One of my favorite scriptures is Ecclesiastes 9:10 which states, “whatever your hands find to do, do it with
your might” (English Standard Version, 2001). I instruct my student-athletes to work with all they have in
everything they do and not unto man but unto the Lord. The intervention discussed, in the study,
encouraged the athletes to bring effort and intentionality to their academics. When student-athletes learn
to apply diligence in one area, it carries into every other area and calling God has for them.
Article Type Program Evaluation (PE-QUAN)
Article Reference Stamatis, A., Nichols, A. L., Gastinger, N., Augustus, L., & Oates, R. (2025). Program-level evaluation of
one-on-one and team-based mental performance services among collegiate student-athletes.
International Journal of Exercise Science: Conference Proceedings, 15(6), 45-59.
https://digitalcommons.wku.edu/ijesab/vol15/iss6/7
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RDP: QUAL AR MATRIX EDUC 750
Results Stamatis et al. (2025) found that one on one and team based formats produced significant improvements
in confidence, focus, coping and perceived mental skills when mental-performance services were
delivered to college student athletes. The student athletes reported levels of high readiness to handle
pressure and clearer preperformance routines after completing the program (p. 1). One-on -one services
produced slightly perceived gains in coping and emotional regulation, while team-based sessions resulted
in strengthened shared language and group cohesion.
Limitations The results relied on retrospective pre-post ratings which meant the athletes reported how they believe
they changed rather than providing actual pre-program data, which introduces recall bias. The data came
from one school and athletic department limiting generalizability. Another limitation is that the study used
slef report measures only without triangulation from coaches or performance metrics. It was impossible
to
determine whether improvements were due to the program or other supports the student-athletes
received, without random assignment.
Implications This study reinforces the thought that structured mental-performance training can strengthen
psychological readiness. Psychological readiness is an essential factor in academic and athletic success.
Athletic departments should prioritize consistent, accessible mental skills services rather than relying on
reactive and crisis-based support. The results of this study also highlight, that even short-term programs
can create meaningful grains when implemented with intention and consistency.
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RDP: QUAL AR MATRIX EDUC 750
Other than
researchers, who can
use the information
from the findings and
how? (school
districts, principals,
teachers, parents,
etc.)
Athletic directors, sports psychologists, academic and wellness staff are all people that can benefit from
the research in this article. Athletic directors can use these findings to justify expanding or even creating a
mental skills program. . Sports Psychologist and performance coaches can use the data to refine their
program sessions and delivery to student athletes. Lastly, academic and wellness staff can collaborate
with athletics to integrate mental skills training into overall student-athlete success initiatives.
Ideas for Future
Research Not
Already Listed
Future research could incorporate pre-intervention measures and compare program outcomes across
different sports, gender or scholarship level. Longitudinal research could examine whether mental-skills
training impacts academic persistence over multiple seasons and years in school. Researchers could also
test performance outcomes to see whether psychological gains connect to measurable behavior.
Your connection or
experience (previous
or present) with
topic/issue in study
(not that you will be
researching it)
This study aligns with how I coach my families and student-athletes. I also refer them to mental
performance coaches to come alongside their journey to success. Regardless of the sport, mental
performance is key to success and cannot be overlooked. I’ve seen athletes transform when they finally
receive the mental skills coaching, they needed all along.
How you will be able
to use this article in
your future research
I will use this article to help strengthen the program evaluation portion of my research. This research
shows how psychological skills training can be measured quantitatively and integrated into academic
success frameworks. I can use the outcomes categories when designing evaluations for nontraditional
schooling or hybrid programs.
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RDP: QUAL AR MATRIX EDUC 750
Biblical connections
you can make with
the findings of the
study (Must integrate
at least one Bible
verse in your answer)
Mental performance programs are important and help build courage, discipline and confidence. This
reminds me of Joshua 1:9 which states, “Be strong and courageous for the Lord your God is with you
wherever you go” (English Standard Version, 2001). The Lord instructs us to be strong and courageous,
and student-athletes can do this with the right structure and guidance. This passage reminds us that
resilience is a skill and posture student-athletes should take, and effective programs help the student
athletes develop strength rooted in intention rather than fear or anxiety.
References
Holy Bible, English Standard Version. (2001). Crossway Bibles. (Original work published 1611)
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