Nerds in Sports: We’re More than just Equipment Managers

Nerds in Sports: We’re  More than just Equipment Managers

 

When you think of the stereotype of a “nerd,” or an “overachiever”—someone who performs well in academics—what do you see? The general population pictures a pasty, gangly, freckled weakling with glasses so thick you can’t see his or her eyes, and limbs so thin and under used that he or she probably wouldn’t even be able to life a five-pound dumbbell. I am proud to declare myself a nerd—if that is what someone who truly enjoys learning and rising to the challenge of advanced classes is—but I don’t, in any way, identify with the stereotype.

            Three or four days during the week I roll out of bed at quarter-after five, lightly step out of my dark, silent house and drive my 12-year old Jeep to the aquatic center, where I plunge into the icy pool and swim. It is the off-season for swim team, and a group of us have become set on staying in racing shape. So we gather many times during the week, and once on Sunday, and push ourselves. We sweat and sprint and dive and strain, looking ever so often at the oh-so-inviting hot tub sizzling in the corner of the large room. Afterwards, I pile back into my car, contentedly exhausted, and speed (literally) off to school, where I face a day of all AP classes, all the time. It is yet another strain, yet another exhilaration of rushing to finish papers, consolidate projects, master tests, and—if time allows—actually learn something. But that’s not guaranteed.

At 2:35, I am done. I rush back to the Jeep with my sister, pleased to be out from under the fluorescent lights and teachers’ constant stares. At this point, the “nerd stereotype”—Poindexter seems rather suiting—might drive cautiously home and begin his work for that night

immediately, making sure to include extra bonuses and little side projects he created to impress his teacher. He would close his blinds so the sun didn’t glare his work, and stay at his desk for hours, doing what he loves the most. He would not go to the barn and enjoy himself, jumping and galloping and plunging into the ocean (on horseback)—working out in one of the best ways known to man. He would not go out for a nice afternoon run in the beautiful spring weather. He would not volunteer at the local elementary school and spend his afternoon chasing after tiny, surprisingly fast children. He would not sit down at the piano and whittle away the hours, sight-reading, memorizing and perfecting songs—just for the joy of the music. He, as the narrow stereotype many have created, would not do those things I enjoy to the fullest. But I, as I have already established, am no Poindexter. In fact, I don’t believe that he exists. In anyone. He is simply a casualty of confusion, of people not understanding the love of learning, and how it can be accompanied with other passions, and, well, a normal life.

Let’s look at this rationally, especially pertaining to athletics and overall physical shape. In the world of stereotypes, athletics and academics don’t go hand in hand—thus the “dumb jock” and “weakling nerd” labels. However, these narrow views do not mirror even the semblance of truth. A large-scale study of Division I colleges came to the conclusion that, “Fear of failure and the relative commitment to athletics was found to play important roles in the academic motivation of both revenue and nonrevenue student athletes” (Covington, Simons, and Van Rheenen). Alexis Butler, a junior in high school and a member of National Beta Club, asserts that her academic performance improves during her sports season because she “manage[s] [her] time better.” Kirsti Ference, also a high-achieving junior, agrees, stating that, “During the athletic season I am more motivated to get my work done in a timely fashion, and more focused in order to do so.” As for me, there is nothing

like that much-needed burst of endorphins to get me settled down after my workout, willing and ready to begin work.

Athletics do not only tend to improve academic performance; those who are already doing well in school tend to be drawn to sports—for many reasons. A big motivator is the college application. Colleges tend to be drawn towards “well-rounded” students, those who not only score straight A’s, but can also hit a home run or make it to States. Therefore, high-achievers, eager to be accepted into an intellectually challenging, selective school, set their eye on a sports team early in their high school career, if not earlier. Also, once practicing a sport, an academic high-achiever is one step ahead of the others. In order to do well in school, one must “work hard, be self-disciplined, exhibit perseverance and determination, be able to concentrate, [and] stay focused” (Covington, Simons, and Van Rheenen). These qualities transfer effortlessly to the sports field.

Still, however, despite all the evidence and common knowledge that contradicts the uncoordinated, pitifully out-of-shape idea of the “nerd,” people don’t seem to catch on. When I worked as a counselor at a camp last summer, where I rode, ran and swum my way through the days, showing only my active, fit side, my campers were taken aback when I received a call about the next year’s school schedule. They wandered over as I sat quietly on my bed, contemplating AP classes and weighing my options. I still remember what one of them said. She was a sweet girl, and didn’t know better, but her words weigh on me still today: “You take those classes? But I thought you were all into swimming.” It is the same with those who only know my performance at school. They are surprised when they learn that I am on Varsity, go to States, or perform well athletically in any fashion. Of course, they assume that all I do is study. And the girl at camp assumed that all I did was swim. And it is not their fault. They are influenced by a set stereotype that originated far before they entered the first grade. Yet I am glad when they learn of my and other “overacheiver’s” duality, of our many dimensions rather than only the one we show at school. I believe, I hope, that someday we can turn this stereotype around and show people the truth—one nerd at a time.

 

Works Cited

Butler, Alexis. Personal Interview. 11 April 2008.

Ference, Kirsti. Personal Interview. 11 April 2008.

Simons, Herbert, Derek Van Rheenen, and Martin Covington,. “Academic Motivation and the Student

            Athlete.” Journal of College Student Development (1999) 1. 12 Apr 2008

            <http://findarticles.com/p/articles/mi_qa3752/is_199903/ai_n8830434/pg_1>.

 

 

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