Frankly, they are only words.

Division I explicitly offers its statement as a non-binding “guide” for the preparation of bylaws and implementation of institutional and conference programs. Division II enumerates aspirations and beliefs that should be held in common by its members, while Division III offers principles intended collectively to position athletics within higher education.

The statements reveal differences – some pronounced, others subtle – in the role and scale of athletics in each group. But again, they are only words. They gain their true meaning only in how they are practiced and in the outcomes they influence.

Perhaps one of the NCAA’s greatest strengths is that each of these statements – even as they portray differences among the divisions – also point to a few common purposes.

All advocate in one form or another what Division I calls “extensive opportunities for participation in varsity intercollegiate athletics for both men and women.” And all three divisions can claim credit for their own specific practices and be proud of positive outcomes in this regard – though they must remain vigilant in preserving the availability and quality of existing programs even as they broaden the array of sports options for enrolling students.

There are references to, as Division II puts it, “development of positive societal attitudes.” Such words might easily be put aside as merely a platitude, but in fact, the divisions increasingly are concerning themselves with sportsmanship, which promises not only to improve public perceptions of college athletics but also to help achieve a more civil society.

And all three divisions advocate what Division III refers to as “the overall quality of the educational experience and … successful completion of all students’ academic programs.”

As a Muhlenberg soccer player puts it elsewhere on this page, many student-athletes are looking for something beyond playing sports in college. It’s hard to envision any place on earth better suited than any one of the campuses at the NCAA’s 1,000-plus member schools – given the array of educational and societal opportunities offered by each of those schools – for providing that “something.”

The words – merely words – in each division’s philosophy statement point to desirable outcomes that often are difficult to achieve. But achieving those results are worth the effort. Why else would we put such goals into words?

“Because of Title IX, we have created generations of female athletes who are as strong and fearless as their brothers, if not more so…. This is why no one should be surprised that the wildest brawl in WNBA history has now occurred. They should be surprised that it took 12 seasons to happen….

“Go ahead and call them ladies if you want, but you’ll be dating yourself. Title IX is doing its job, teaching our daughters how to compete. We might as well get used to it, punches and all.”

– Columnist Christine Brennan, writing about a fight in July involving the Women’s National Basketball Association’s Detroit Shock and Los Angeles Sparks (USA Today)

“I thought this (displays of sportsmanship, including by Tyson Gay, who hugged Usain Bolt after losing to the Jamaican sprinter at a meet last spring) is going to be the downfall of this generation of sprinters. People have said to me, ‘This is boring.’ And yeah, it is kind of boring. (Track) is like boxing. You’re not supposed to like each other. But they have proved me wrong.”

– Ato Boldin, NBC Sports commentator and former sprinter from Trinidad and Tobago who also admitted that he “hated” his top opponents, and who two weeks after this interview criticized Bolt’s apparently boastful celebration near the end of an Olympic victory in the 100-meter dash. (The New York Times)

“Many athletes are looking for much more than playing sports in college. It’s true, we all want the opportunity to succeed on our respective playing fields, but success for athletes at Muhlenberg seems to be measured as much by educational achievement and personal relationships as by conference trophies and NCAA tournament invitations.

“It’s a funny thing when your daydreams about playing professional sports turn into daydreams about a career in business, law, science or education. As my graduation approaches, it’s hard to resign my soccer cleats and goalie gloves to pickup games and men’s open leagues, but it’s also exciting to think about where my four-year Muhlenberg experience will take me.”

– Peter Bennett, a soccer student-athlete at Muhlenberg and the author of an article in the school’s alumni magazine, about why he and other student-athletes at the school decided to play in a Division III program rather than accept offers to play in Division I. (Muhlenberg Magazine)