Codes of Ethics – Page 2 – The Sport Journal

Important Parameters of the Football Industry in Cyprus: Challenges and Opportunities

Nicos L. Kartakoullis and Andreas Theophanous,
University of Nicosia

Abstract

An in-depth study of the current football industry in Cyprus was undertaken to evaluate the financial situation of the first division football clubs, the competitive balance of the national league, the management practices of the football clubs and national league, and the negative effects of football hooliganism on the industry. Research involved both an extensive literature review of secondary sources from the Cyprus Sport Organization, the Cyprus Football Association, and the football clubs, as well as a qualitative data collection tool which included personal interviews and focus groups. Challenges and opportunities facing the football industry in Cyprus were identified.

Introduction

There is no doubt that football is the most popular sport worldwide. It is the king of sports. Because of the popularity of football all over the world on all continents, it is no surprise that on many occasions people address football as the “universal language.” According to Murphy, Williams, and Dunning (1992) “Soccer is, without any shadow of doubt, the world’s most popular sport.”

The hero of Liverpool FC, the late Bill Shankly, who managed to turn Liverpool Football Club into a big European football power, emphasized that football is a “more important matter than life or death.” It is true that “there appears to be something about the structure of soccer that gives it a very wide appeal in the modern world, an appeal that appears to be relatively independent to the level of development of countries, the socio-political character of the regimes by which they are ruled, their allegiances and the alliances that they are involved in” (Murphy, Williams, Dunning, 1992).

The Federation Internationale de Football Association (FIFA), the world governing body of football, commissioned the social research company in Zurich, Lamprecht and Stamm SE BAG, to conduct the FIFA Big Count 2006. A survey that was conducted through the 207 national football associations worldwide, in which data was gathered on the numbers of participating players in football at all levels. The results of the survey are impressive indicating how big football is worldwide. The president of FIFA, Joseph S. Blatter, in view of the published results of the survey stated, “Football’s popularity remains undiminished and is actually increasing.”

Some of the impressive findings of the 2006 survey as presented in a press release by FIFA on June 12, 2007, indicated the following:

· The overall number of 265 million male and female players is almost 10 percent higher than the number recorded six years ago (242 million). Of the 265 million, 26 million, or around 10 percent, are women.

· Since 2000, the number of registered male and female footballers has increased by around 23 percent to over 38 million.

· The growth in women’s football is particularly striking, with the number of registered players up 54 percent to 4.1 million, while the number of registered players in the men’s game has likewise seen an increase of 21 percent to 34.2 million.

· The number of unregistered occasional players, which was first recorded in the previous Big Count study, is up seven percent to 226 million.

· There are now a combined total of over one million futsal and beach soccer players (both male and female).

· The number of clubs (301,000) is similar to the figure recorded in 2000. That said, the total number of teams (1.7 million) has increased by approximately 200,000.

The FIFA president further noted, “If you count the relatives and close friends of active participants in football, who share in their passion for the game as fans and support them in other ways, the total number is even more impressive: Well over a billion people worldwide are involved in football at all levels of society and across all borders.” Based on the figures provided, FIFA stated that a grand total of 270 million people, male and female players, which represents four percent of the world’s population, are involved in one way or another in football. According to the FIFA press release, it is not only the television audiences and match attendances that are increasing but the number of people playing football on all continents. It is not only popular as a spectator sport but as a participant sport as well. It is worth noting that based on FIFA records, out of these 270 million people, 99.8% are amateur football players with 80% being youth players.

With all those figures available, the FIFA president is happy to state, “Football is truly the world’s game. It is played in every conceivable place, on every corner of the world by men, women, boys, and girls of all ages. It is played in narrow streets, in muddy fields, and in packed stadiums on grass, concrete, earth, and sand. Any differences between people fade away in its unifying light.”

The figures and all this related information display a picture of football’s development worldwide. However, besides this success in football’s development, which is proven by the increasing numbers, there are critics of the work of FIFA. Sugden and Tomlinson (2005) noted that FIFA has transformed itself from an international nongovernment organization into a business international nongovernment organization. FIFA has been increasingly profit driven and presents one of the leading examples of the professionalization and commercialization of modern sports. They define this as “sport’s emergence at the heart of the worldwide cultural industries” (Sugden and Tomlinson, 2005). Thus, Sugden and Tomlinson were willing to “… show what happens in an international nongovernmental organization when the pursuit of profit overwhelms an ethic of service” and in view of this they presented an analysis of the crisis in world football (Sugden & Tomlinson, 2005).

Along the same lines as this critical approach and perspective, Allison set a series of questions trying to set sports in the right perspective in this era of globalization; he emphasized, “… how worried should we be about the nature of power in international organizations?” (Allison, 2005).

There is no doubt that “football has been transformed over the years to a gigantic commercial operation” (Boyopoulos & Milakas, 2005). However, besides this truth, nobody can underestimate the cultural significance of football as elaborated by Norbert Elias in his civilizing process theory.

On the one hand, nobody can argue the fact that football has become commercialized and is big business now, as noted above; on the other, nobody should overemphasize the problems and challenges of the game by ignoring its power and what it can offer to different societies.

Sports generally, and football precisely, presents unique situations whereby we have the coexistence of profit making on the one hand, and nonprofit making and voluntary organizations on the other. In the football world, there is this uniqueness where profit making is an activity that is conducted in many instances by nonprofit or voluntary organizations where they all have common goals and objectives (Capling, 2004; Murphy et. al. 2001; Rachman, 2002).

In many instances, the financial dimensions of football are increasing without actually leading to profitability for the football clubs. In fact, all over the world, and in Cyprus too, many football clubs are facing severe financial problems. Although, there are occasions where the big football clubs in different nations are profitable (Capling, 2004; Deloitte, 2005; Booth, 2004; Rachman, 2002).

The finances of football clubs for many years and in many instances where not made public for many various reasons. In many situations, proper financial records were not kept, and in many countries, this presented a chaotic situation where records and information were not readily available (Kartakoullis, 2005). The introduction of the UEFA club licensing system by the Union des Associations Europeenes de football (UEFA), the European governing football body, assisted in many instances and actually contributed to the sorting of the finances of football clubs in Europe as clubs were forced to prepare financial statements, accounts, and budgets to be submitted to their national football associations; otherwise, they would not be granted permission to compete in national and European competitions.

Purpose of the Study

Football is an international cultural phenomenon which is currently characterized by two major challenges: professionalization and commercialization.

The purpose of this study was to examine specific parameters of the football industry in a small country, Cyprus, where there are certain unique characteristics. The specific parameters addressed were the financial situation of the first division football clubs, the competitive balance of the national league, and management practices in the football industry. What major challenges exist in the football industry of a small country such as Cyprus, away from this globalized form football is taking with the two major characteristics of professionalization and commercialization? What are the challenges facing such an industry away from huge contracts, profitable television rights, sponsorships, and so many vested interests, as one can see them in the international football arena?

The Republic of Cyprus became an independent state in 1960. It became a member of the United Nations in 1960, of the Council of Europe in 1961, and of the European Union in 2004. It has an area of 9,521 square kilometers and a population of approximately 800,000. Since 1974, it has been de facto divided. Efforts to solve this problem in Cyprus and reunify the island have not been successful yet. Nicosia (Lefkosia in Greek; Lefkosa in Turkish) is the capital city.

Three geographic characteristics of Cyprus have determined much of its fate: location, size, and the fact that it is an island. It is located at a strategic position in the eastern Mediterranean, at the crossroads of three continents. Its strategic location, long exposed coastline, and small size always made it an attractive and easy target for outsiders. Its history and demography reflect the ebb and flow of peoples and powers in the region. In the course of its long history, Cyprus has been controlled by most of the major powers that had interest in, or sought control of, the Middle East. The list of its successive rulers include the Egyptians, Greeks, Phoenicians, Asssy6rians, Persians, Ptolemies, Romans, Byzantines, Franks, Venetians, Ottoman Turks, and British. It gained its independence from Britain in 1960 (Joseph, 2000).

Cyprus has been considered a football-loving nation, arising from the fact that football competitions draw good attendance in Cyprus as well as from the fact that it is extensively covered in the media. It is not surprising for example that when the two big football teams of the country play against each other, they attract crowds of more than 25,000 people, which is indeed large, bearing in mind the small size of the country. This fact is further reinforced by the results of the football survey (2005-2006), conducted on behalf of the Cyprus Football Association by the Centre for Leisure, Tourism, and Sports Research and Development. The results of the research clearly indicated that Cyprus is a football-loving nation. For example, the fact that 77% of men aged between 21-70 years old support a football club, and another 20% who do not support a club, still follow football in Cyprus and are well informed about the results of the national league, clearly displays there is great interest. Additionally, the fact that 16,000 kids are registered and play football in football academies all over the island displays this love for the game.

Method

A combination of methods has been used to gather the material required to analyze the football industry in the country. Thus, as a first step, all related information was collected from the Cyprus Sport Organization, the Cyprus Football Association, and the first division football clubs in Cyprus. The task of collecting information for the football clubs was not as hard and difficult as initially predicted, as this was already done by the National Football Association, who collected all related material for the UEFA club licensing scheme. However, a review of available material was definitely not enough for such a purpose. That was only one aspect of this research.

Participants

In view of this, personal interviews and focus groups were conducted in the attempt to collect as complete and as accurate information as possible. Interviews were conducted with the presidents or secretaries general of all 14 footballs clubs in the first division of the national league, the professional clubs in Cyprus. This was done in order to collect qualitative data which was going to complement the material already collected in the first phase of the research. Qualitative data was useful in this respect in gaining additional information in relation to the issue under investigation. Qualitative data according to Straus and Corbin (1990) is “any kind of research that produces findings not arrived at by means of statistical procedures or other means of quantification.” Qualitative interview studies are usually conducted with small samples (14 in this case) and the “aim is usually to gather an authentic” understanding of people’s experiences (attitudes, knowledge, beliefs about football in Cyprus in this case) and it is believed that open ended questions are the most effective route towards this end” (Silverman, 1993). Thus, this method involved an open ended interview study which encouraged the top decision makers of the football clubs in Cyprus to offer their own attitudes, knowledge, definitions and understanding of the football industry.

Design and Procedure

Two focus groups were utilized as the means to collect data for the analysis of the football industry. For Morgan (1988), focus groups are basically group-oriented discussions that rely on interaction within the group based on the topic that the moderator supplies. The advantage is that through focus groups, the moderator assists, especially at the first stages of the interaction, by providing information that could be helpful to participants in placing the focus group in context.

According to Morgan (1988) focus groups are basically group interviews; they rely on interaction within the group, based on the topic that the researcher supplies; with the researcher taking the role of a moderator. Furthermore, Morgan (1988) notes that focus groups can be used as a supplement for collecting data when using either qualitative or quantitative methods. Additionally, focus groups can be used as follow-up research to clarify findings in the other data collected, but more importantly, according to Morgan (1988) the goal in using focus groups is to get closer to participants’ understandings of the researcher’s topic. In view of this, the use of the focus groups in this case provided a valuable insight into the variables examined for the football industry. Focus groups are thus helpful in investigating what participants think, uncovering why participants think as they do, crucial in the attempt being made to investigate the perspectives analyzed above. There are both strengths and weaknesses of focus groups as a setting in which to collect qualitative data; in this particular case the use of focus groups was considered appropriate in supplementing the data already collected. Additionally, focus groups were useful to conduct as they produced valuable data from group interaction on the specific topic under examination; a focus group can delve deeper as participant’s contributions can trigger further comments of other participants. Two focus groups were conducted; each group consisted of six persons (members of executive committees of football clubs, football players, referees, coaches, sports journalists, sponsors, supporter’s clubs, and representatives of the Cyprus Football Association) under the moderation of Dr. Andreas Theophanous, who has experience of more than 20 years in qualitative research. The focus was on obtaining a good representative sample of persons associated with the football industry in Cyprus. The focus group sessions lasted for almost two hours each, and the data collected was then analyzed using the coding technique of content analysis. Thus, a series of categories or coding frames have been developed in relation to the finances of the clubs, the governance and management of the clubs, the competitive balance of the league, and the major problems that the industry is facing today.

Analysis or coding of qualitative data represents the operations by which data are broken down, conceptualized, and put back together in new ways; it is the central process by which theories are built from data (Straus and Corbin, 1990). This technique entails defining a series of categories of answers in which the researcher is interested (Breakwell, 1990). In addition, according, to Breakwell (1990), if the researcher does not wish to push responses into categories because this loses some of the individuality of the original statements, then content analysis can be used in a different way whereby in the report produced of the findings there are lots of quotations which will show the depth of the opinions expressed. More precisely, for analyzing the data gathered in this section, a classification system or coding was used where responses were classified in schemes using coding frames.

Results

Based on the data collected, it is evident that football clubs in Cyprus have four major sources of revenue (M. Gavrielides, A. Michaelides, D. Seraphim, personal communications, April 10, 2007). This include the income from tickets sold for the home matches, the television rights, membership fees and financial support from friends of the clubs, and commercial activities including sponsorship. The expenses of the football clubs are usually more than their income, and this was actually identified as the major cause of the financial problems that football clubs are currently facing in Cyprus during the focus groups (A. Michaelides, personal communication, March 20, 2007).

The major expenses of the football clubs involve salaries to the football players, coaches, and administrative staff, accommodation and board when the club is traveling for away games, transfer fees, and expenses for the organization of matches. (K. Koutsokoumnis, personal communication, April 6, 2007). This issue with the salaries of players and coaches is addressed extensively in the discussion section that follows.

For securing confidentially, the budgets of the different clubs discussed in the focus groups could not be presented separately, but Table 1 provides the total budgets of the 14 first division clubs for the 2004-2005 season in terms of their income and expenditures. For the purpose of analysis, the 14 teams are divided into two groups: the first group is comprised of the five largest teams in the country, and the second group includes the remaining nine teams. It became clear from diligent examination and discussion of the budgets submitted by all 14 first division clubs that most of the teams will have difficulty meeting the criteria of the UEFA club licensing scheme, which prescribes balanced income and expenditures of club members. From the study of the budgets submitted, as well as from the analysis of the data collected through the interviews and the focus groups, it appears that most of the budgets are over-ambitious. Additionally, the profit and loss accounts of the clubs were diligently studied. In most cases, it appeared that there was an over-estimation of expected income for the clubs.

Eight major points were identified by the research team in relation to the financial situation of the clubs in Cyprus.

· The 14 clubs of the first division submitted in their budgets their incomes for the period under examination, and total incomes for all clubs were calculated at Euro 17,530,250, which corresponds to Euro 1,252,404, for each club. The biggest income declared by any club was Euro 2,853,364, and the lowest income declared was Euro 744,319

· Total expenditure was calculated at Euro 17,629,349, which corresponds to Euro 1,259,239, for each club. The biggest expenditure declared by a club was Euro 2, 392,004 and the lowest was Euro 744,319.

· Six clubs declared that they were expecting losses in the period under investigation; while the other eight clubs expected to have a profit.

· The biggest profit to be made was estimated at Euro 640,725, and this was by a club which by the end of the season was relegated to the second division.

· Paying the salaries of players, foreign and domestic, and coaches consumed 75% of every club’s budget.

· From the data gathered, it was clear that foreign players were paid better salaries than the domestic players.

· Season tickets contributed an average of 10% of the total income for the clubs. The highest contribution from season tickets to total income was 20%, and the lowest was 1%.

· The television rights for the period under examination were calculated to Euro 934,177, which represented 5.3% of the total income of clubs.

The government of the Republic of Cyprus acknowledges the importance of football in Cypriot society. In view of this, the government has provided different forms of financial support to the sport. The Cyprus Sports Organization, which is the semi- governmental organization in charge of sports, has provided annual financial support to the Cyprus Football Association which comes to Euro 4,613,223 per year. However, in view of the financial problems of the football clubs in the country and in the attempt by the government to assist the clubs to get through this financial crisis, the government decided two years ago to provide a grant of Euro 10,251,608 over a four year period. Additionally, the Cyprus Sport Organization returns to the individual football clubs a total sum of Euro 717,612 per year, which represents taxes collected on gate income as well as community taxes (T. Christofides, personal communication, April 10, 2007). Furthermore, another amount of Euro 683,440 per year is given by the Sports Organization to pay the police forces in charge of security during the football matches (K. Papakosta, personal communication, March 15, 2007).

From the qualitative data gathered, it emerged that there was a consensus among the different parties involved in the football industry that there are three major challenges facing football in Cyprus. Football violence, bad governance and management of clubs, and prejudice against referees and officials are major challenges that the industry is facing, and although there is potential for further development, these problems do not allow the industry to grow to its full potential. (K. Zivanaris, personal communication, April 10, 2007). Peristianis, Kapardis, Loizou, Fakiolas, and Puloukas (2002) noted that the football industry in Cyprus is facing a major crisis in the face of football hooliganism, which can destroy the sport if this is not controlled. It is an ongoing problem that has not been controlled for years now and can lead to the financial collapse of the industry (Peristianis et al, 2002; Aristotelous & Pouloucas, 1996).

Another major issue that was addressed in the focus groups was the fact that there is no competitive balance in the national league, which poses a serious threat to the football industry. (T. Antoniou, K. Malekkos, C. Constantinou, C. Theodotou, personal communications, 12 April, 2007). The clubs are split into two groups: the five large ones in the first group and the other nine in the second group, which represent the weak teams struggling for survival. Out of the five clubs in the first group, three of those, namely APOEL, OMONIA and ANORTHOSIS, are the only ones that compete for the national championship each year. This has been the case for years now, and this competitive imbalance leads to a reduction of interest in the football industry (L. Kyriakou, personal communication, March 6, 2007). The results show, for example, that in the 2005-2006 season a total of 507,000 tickets were sold with 337,661, which represents 66% of the total, being utilized by the big five group. Table 2 shows the distribution of tickets during this season between the big and the weak teams of the league.

As Figure 1 identifies, the gap between the big and the weak teams in the sale of tickets is growing larger, which clearly presents the problematic situation existing because of this competitive imbalance in the national league.

Clubs are recruiting increasing numbers of foreign players, which increases their expenditures considerably, and this is causing Cypriot players to become a scarce commodity. (A. Michaelides, personal communication, April 10, 2007). Over a typical weekend with seven games on the national league calendar, approximately 190 players were used including substitutes during the 2005-06 seasons. Out of those 190 players, only 75 were Cypriots. This is a trend which is increasing every year; whereby last season, there was a point where there were teams starting without a single Cypriot player in the first eleven. Back in the 1992-1993 season, for example, the clubs in Cyprus used to have eight Cypriot players and only three foreigners in the starting eleven. (M. Gavrielides, personal communication, March 22, 2007). It is not surprising then that during that period, clubs were in a much better financial situation. In many countries, this is the trend, but in large developed countries, the football industry is big enough to cope with such expenses. In England, for example, the figures show that in the 1992-1993 season, only 10% of the players starting the games were not British. Conversely though, during this current season, only 37% of the players starting in the first eleven were British.

This is the issue actually. Clubs in small countries, like Cyprus, should not try to copy what is happening in other countries where the football industry is huge. The clubs’ officials need to be very realistic and down to earth when trying to build their teams. However, it is sad to identify that things are getting out of control according to the discussions held in the focus groups (L. Kyriakou, M. Gavrielides, T. Antreou, personal communications, April 10, 2007).

Discussion

Due to the popularity of football worldwide, the game has grown into a huge industry. Gratton and Henry (2001) estimated that in the big European countries, the football industry contributes 3% of the gross domestic product of those countries. According to Theophanous and Kartakoullis (2004), in Cyprus, the football industry contributes only 1.84% of the gross domestic product. This was actually expected as Cyprus is a small country. However, something which is alarming and risky as well is the fact that out of this 1.84%, which totals an amount of Euro 223,826,788, a great percentage of this, which comes to Euro 153,774,130, derives from the betting industry. Thus, the betting industry forms a substantial part of the football industry in the country, and this is something that for some years now is leading to various forms of problems and issues, the major of which is prejudice. In certain instances, rumors are spread concerning fixed matches and for referees that have been influenced by officials and players betting huge amounts of money on specific fixtures. This is a major issue for the football industry as the huge amounts of money spent in the betting industry have led to prejudice against the sport and, in turn, is destroying the image of the game in Cyprus. Similar sorts of problems with betting and fixed games have been identified in other countries all over the world.

In relation to the above issue, there are some additional complications and issues that are raised because of the betting situation. As noted in the results section, the clubs in the first division are split into two categories: the big five and the remaining small or weaker clubs. In view of the fact that 66% of the total income from games derives from the big five, a series of other questions are generated having to do with the influence that these clubs have in the decision-making processes, in the appointment of referees and in the allocation of television rights among the clubs. Television rights are handled by the Cyprus Football Association, which has developed a scheme for allocating income to the clubs. Again, in relation to this scheme of allocation, there are issues and concerns as it seems that the big five at some stage will start handling their own rights with television stations. The big five will secure good deals with the stations in the country, and the small ones will remain financially exposed, as they will lose a good portion of their incomes from the rights. The television rights totaled a sum of Euro 934,177, which represents almost 6% of the total income of the clubs. This is expected to rise to almost 12% of the total income of the clubs in the next two years, based on the new deals to be signed.

In relation to the distribution of income for football clubs, Back et al. (2004) estimated that the three major sources of income for football clubs should deliver roughly the same amounts. That comes to approximately 33% contribution to total income from each of the three categories of income: tickets, television rights, and commercial activities. For example, for Manchester United in the period of 1992-2002, this was calculated to 40% from tickets, 34% from television rights, and 26% from other commercial activities. When considering the distribution of income for the clubs in Cyprus, this is far from this equal distribution.

It should be noted that this issue of big and weak football clubs is not only a problem in Cyprus but a challenge for European football as well. In the Friedlander Report (2001) by the Centre for Research into Sport and Society of the University of Leicester, it is stated that the gap between the big clubs and the rest is ever growing bigger, so this is something that needs to be addressed.

Another major concern that is leading to great controversy has to do with the contracts and salaries of players. As can be deduced from the expenditures of the clubs (Table 1), 75% of the total expenses of the clubs were on salaries for players, coaches, and the support staff. The football players’ salaries came to 65% of expenditures. Each club in the first division has 25 registered professional players plus another six to ten persons in the support team (fitness trainer, physiotherapist, medical doctor, or administrators). The salaries of foreign players playing in Cyprus are considerably higher to those paid to Cypriot players; however, there is a great concern as to whether the contribution of foreign players to the team is greater than that of the Cypriots, thus justifying their bigger salaries. There are cases of foreign players in Cyprus who signed yearly contracts of Euro 341,720, which is really surprising for such a small industry. Along the same lines, there are coaches in Cyprus coming from Europe with contracts of Euro 256,290 per year, which is again on the very high side bearing in mind the size of the football industry in the country.

In relation to the above, Deloite (2004, 2005), in the annual review of football finances, noted that there is a tendency for decreasing the percentage of salaries on total expenditures. In the premier league, for example, in England, salaries represented 62% of total expenditures in 2001-2002, 61% in 2002-2003, and a further reduction to 60% in the following season. The same tendency for reducing salaries could be observed in other European countries. On the contrary, in Cyprus, the exact opposite is happening; there is an increasing tendency in this respect which is very dangerous indeed, when realizing that most of the clubs, if not all, are in a very bad financial situation. Thus, on the one hand, the clubs, due to their difficult financial situation, are seeking government support, but on the other, they are spending on salaries and contracts amounts with which the size of the industry in Cyprus cannot cope. The financial dimensions of the football industry in Cyprus are getting too big for such a small country, which is an alarming and dangerous trend for the future of the industry.

When all the financial statements and budgets of the clubs were examined from the documents submitted for the UEFA club licensing system, it was again obvious that clubs were in a bad financial situation. The great majority of clubs had big debts, and in order for them to meet the club licensing criteria, they postponed payments for years to come. For example, if a club had agreed to pay a player Euro 200,000 for a salary, they signed an agreement with the player stating that he is going to receive this money in the years to come. However, this is not solving the problem, but the problem is just postponed to the next few years.

The data from the qualitative analysis was enlightening in discovering the beliefs and opinions of the officials involved, top decision makers of the football clubs. It was indeed very interesting on the one hand, and very contradictory on the other, to identify from this research the commonly felt concern of all officials involved in football in Cyprus, and especially of the clubs’ top decision makers. There was a consensus that the expenditures of the clubs are growing, and the football industry is not currently ready to afford such a burden. However, beside this issue, which was overwhelmingly accepted, the club officials are doing absolutely nothing to resolve the problem. They clearly know the facts, they understand that football is in crisis, and still each year there is an average increase of 10% in the expenditures of the teams. This is indeed contradictory and illogical. The officials of the clubs, when asked why this happens, could not provide an answer. “There is no logic in football,” said one of the representatives of the big clubs. It should be noted that there are certain things that clubs can do to reduce their budgets, but the managers are still doing nothing about it. Actually, they are moving in the exact opposite direction.

The issue of overspending is something that can be observed in football clubs all over the world. Williams and Neatrour (2002) noted that clubs engage in this overspending practice by taking excess risks in view of the tough competition in football, and then, when things do not go the way they expect, in terms of performance, they cannot meet their financial obligations.

Football clubs in Cyprus are in crisis. This is proven by the results of this research, and it is justified in every respect. Clubs are currently in a struggle for survival as they have big debts that they need to repay. However, the situation is even more alarming considering the fact that clubs, despite this financial crisis, annually increase their budgets, with the result that the football industry is becoming too big and too risky for the country as well. Although clubs are operating on considerably big budgets, the structure they have still relies mostly on voluntary work without good governance or responsible management. Bad management and bad governance are major characteristics of clubs, and this was made clear in the qualitative data gathered. The clubs’ governing boards are comprised of volunteers, who for many different reasons become involved in the game. They are not always involved for the good of the Game but for many other different reasons. In view of this, when people become involved in the running of a club, they want immediate results, and they are not willing to plan for the future, as they wish to get the credit when they are on board. Thus, there is no strategic direction in the clubs, and, in view of this, no future plans for development. It is more of a day-to-day struggle for survival than anything else. There is an urgent need for better management of the football clubs and, additionally, a need for professionals to become involved in the football industry. The football industry in the country is getting too big for volunteers to run it. There is urgency for professionalism at all levels. Professionalization of the game is only happening with increasing numbers of professional players arriving from abroad; apart from this, there is no professionalization in any other respect.

Competitive balance refers to the ability of any of the football clubs in the national league to win the championship at the end of the season. Where there is competitive balance, clubs have equal chances to winning the league, and this makes the league very interesting as the outcome is not known. However, this is not the case in Cyprus, where at the beginning of each season, for years now, only three clubs are competing for the championship title. Thus, there are three favorites for the title and inevitably this leads to reduced interest on behalf of the fans, both for attending the matches as well as for watching them on TV. Additionally, it leads to a series of related problems with the remaining clubs that can not compete with the three favorites on equal terms; thus, the clubs are facing both competition and financial challenges. This limited interest at some stage during the football season by the indifferent clubs leads to problems and concerns with fixed matches and other related controversies. In view of this competitive imbalance, it is no surprise that out of 66 leagues organized in Cyprus, 50 were won by the three favorites. Nobody can question this issue, which was again extensively addressed by participants in the focus groups.

The issue of competitive balance in the national leagues is a major issue of concern for the football industry, as this is a critical success factor for the industry. In view of this, extensive work on the competitive balance of national leagues has been conducted by Holt et al. (2004), Michie and Oughton (2004 and 2005), Michie et al. (2004) and Forrest et al. (2005).

Despite the problems and issues identified, the club officials and top decision makers were still quite optimistic in relation to certain issues or opportunities that they identified. For instance, they identified the fact that an increasing number of big organizations and companies are interested in becoming involved in the industry as sponsors. This is quite true as there is a kind of new sponsorship culture that is developing lately on the island. The club officials emphasized this fact as they considered that this is a golden opportunity for the clubs to capitalize on. However, again this is an opportunity and a challenge. Sponsors are willing to join the football industry as long as they are going to get a good return. Gone are the days when companies donated money to football clubs in the form of charity (Kartakoullis, 2007). Consequently, the message is clear. On the one hand, there is potential in this area, but in order for the football clubs and the industry to utilize this, there is the need for expertise in the area.

Conclusion

The aim of the study was to gather data and examine important parameters of the football industry in Cyprus. This was the very first time that such an attempt has been made in Cyprus, which is indeed a football-loving nation. The research team approached the analysis from a purely critical perspective for the good of the game in Cyprus and for no other reason.

The football industry in Cyprus is facing a series of challenges that need to be addressed urgently. Bad management and governance are major characteristics in the industry, and it is no surprise that the football clubs, the major stakeholders in the industry, are in severe financial crisis. They have huge debts that they cannot pay; they have very high payrolls, which the industry can not handle in such a small country, and no strategy for development. Football hooliganism and the lack of competitive balance in the national league complete this picture of football in crisis in the small country of Cyprus. The financial dimensions, as denoted by the different parameters studied of the football industry, are growing, and the country cannot cope with it for the time being, as all football clubs are experiencing losses based on their profit and loss accounts studied. It is obvious that sports authorities need to invest in developing football and, precisely, in the management and structure of football; otherwise, the future of the game will be very gloomy and without hope.

Government support is good as provided, but this will not do much in saving the game, unless good management, governance, professionalism, and accountability are introduced at all levels of the game. In view of this, all those involved in the football industry need to realize the new opportunities and challenges in the world of sports and should introduce innovations at all levels of the game (Westerbeek & Smith, 2003). There is no doubt that all stakeholders in the football industry of Cyprus wish to upgrade football in this country, bringing it up to European standards. On the other hand, they should definitely have in mind all related concepts and issues in relation to this “Europeanization” of elite football (Martin, 2005). Above all, they need to be very realistic and down to earth, always having in mind the size of the football industry and the country as well.

Acknowledgments

The authors gratefully acknowledge the support of the Cyprus Football Association, the Football Clubs, and their officials in conducting this research. Additionally, the financial support of the Cyprus Football Association was greatly appreciated in conducting this research.

Table 1

Total Budgets for the Football Clubs 2005-2006

Income	€ 5 Big Clubs	€ 9 Weak Clubs	Total €	% of Budget
Tickets	4.421.957	2.184.865	6.606.823	37.69%
Commercial Activities	1.940.964	2.115.351	4.056.315	23.14%
Television Rights	452.779	481.398	934.177	5.33%
Funding	1.021.726	1.608.198	2.629.925	15.00%
Other	1.403.371	1.898.915	3.302.287	18.84%

Total	9.240.800	8.288.729	17.529.529	100.00%cmunisteri2009-03-13T14:37:00 Thousands & hundreds should be separated by commas not periods

Expenditure	€ 5 Big Clubs	€ 9 Weak Clubs	Total €	% of Budget
Foreign Players	2.843.174	2.709.558	5.552.732	31.50%
Cypriot Players	2.931.119	2.702.899	5.634.019	31.96%
Coaches	860.458	884.255	1.744.714	9.90%
Field Expenses	106.753	292.751	399.505	2.27%
Sports Equipment and Materials	29.046	230.046	259.092	1.47%
Transport	32.036	49.737	81.773	0.46%
Hotel Accommodation and Board	123.873	144.530	268.404	1.52%
Medical Expenses	90.555	160.523	251.078	1.42%
Field Security	12.643	59.288	71.932	0.41%
Transfer fees	3.417	321.217	324.634	1.84%
Expenses for European Competition	34.172	15.377	49.549	0.28%
Expenses for pre-season training abroad	129.853	203.569	333.423	1.89%
Complementary tickets	17.940	0	17.940	0.10%
Soccer Academies/Development Programmes	61.509	184.101	245.611	1.39%
Miscellaneous	1.475.777	919.724	2.395.501	13.59%

Total	8.752.331	8.877.582	17.629.913	100.00%

Table 2

Tickets Sold by the Big and the Weak Teams

Competition Season	Average no. of tickets	Average of the big teams	Average of the weak teams	Average of tickets sold without the big five
1996/97	1.387	5.065	882	541
1997/98	1.815	6.216	970	539
1998/99	1.911	6.581	955	414
1999/2000	1.813	6.130	941	454
2000/01	2.502	7.208	1.291	584
2001/02	2.553	7.720	1.258	491
2002/2003	3.091	8.458	1.624	707
2003/04	2.943	8.721	1.332	406
2004/05	2.790	7.655	1.563	652
Total	2.311	7.087	1.202cmunisteri2009-03-13T14:42:00 Thousands & hundreds separated by commas not periods	532

$Figure 1\$

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U.S. Sports Academy2016-10-20T14:21:32-05:00October 5th, 2009|Contemporary Sports Issues, Sports Coaching, Sports Management, Sports Studies and Sports Psychology|Comments Off

Comparison of 5km Running Performance after 24 and 72 hours of Passive Recovery

By: Andrew Bosak, Philip Bishop, J. Matthew Green, G Hawver, and Mike Iosia

Abstract

Recovery from a hard running effort determines when a runner can run at an intense level again. Overtraining is often caused by insufficient recovery, which ultimately hurts endurance performance. The number of recovery hours needed to sufficiently restore the body back to peak racing condition is unknown. The purpose of this study was to compare 5km running performance after 24 hours and 72 hours of recovery. Twelve well-trained runners (9 males and 3 females) completed two successive 5km performance trials on two separate occasions. Immediately following the baseline 5km trial, runners recovered passively for 24 hrs (R24) and 72 hrs of passive recovery (R72), and then performed a second 5km trial. The 5km time trial sessions were separated by 6-7 days of normal training and performed in a counterbalanced order. R24 (19:59 + 1.9 min) was significantly (p = 0.03) slower than baseline (19:49 + 1.9 min). However, no significant differences (p = 0.21) were found between R72 (19:30 + 1.5 min) and baseline (19:34 + 1.6 min). HRave for R24 (177.3 + 6.3 b/min) was the same as baseline (177.3 + 7.3 b/min), yet R72 HRave (177.9 + 6.3 b/min) was significantly higher (p = 0.04) than baseline (175.4 + 6.5 b/min). RPEend for R24 (19.5 + 0.8) was not significantly different (p = 0.39) than baseline (19.6 + 0.8), but R72 RPEend (19.8 + 0.6) was significantly (p = 0.01) greater than baseline (19.3 + 0.9). For the R24 trials, 9 participants ran a mean 17.4 + 12.1 secs slower and 3 participants ran a mean of 13.3 + 6.8 secs faster than baseline. During R72, three individuals ran a mean 10.3 + 5.7 secs slower, five individuals ran a mean 17.4 + 12.9 secs faster, and four individuals ran within 3.3 + 1.8 secs of their first run. Results indicate that 72 hrs of passive recovery, on average, permits maintenance of successive 5km time trial performance, yet individual variability existed regarding rate of decline of 2nd trial performance. Future research is needed to determine if a longer or shorter recovery time will maintain or improve 5km racing performance.

Introduction

Coaches and runners constantly strive to identify legal methods to improve runners’ performances. Factors such as tempo runs, hill repeats, long-slow distance days, striders and build-ups, intervals and repeats, dietary intake, and sleep patterns, are continually tested and adjusted to produce better performance. However, one factor often overlooked is recovery. Many runners feel that to race faster, they should have longer daily runs, run more miles per week, or train faster and harder. This often leads to overtraining, which hurts performance. Recovery from hard running efforts plays a vital role in determining when a runner can run at an intense level again (Fitzgerald, 2007).

Previous studies have focused on recovery from long endurance races such as marathons and ultra-marathons (Gomez et al., 2002; Martin & Coe, 1997; Noakes, 2003). Recovery from these endurance efforts revolves around repairing of damaged muscle fibers and replenishing glycogen stores (Fitzgerald, 2007; Gomez et al., 2002; Nicholas et al., 1997). In shorter duration endurance activities, such as a 5km (3.1 miles), 10km (6.2 miles) race, or hard training runs, Foss and Keteyian (1998) indicate that muscle and liver glycogen levels may be normalized 24 hrs after exercise, but muscle function may not be fully recovered and performance measures may be sub-optimal.

Former University of Oregon track coach Bill Bowerman first popularized the concept of hard/easy training, indicating that intense workouts such as an interval session, tempo run, or long run, should be followed the next day by an easy run (Dellinger & Freeman, 1984). Using Bowerman’s method, a runner would have an intense workout every 48 hrs to allow muscle function to be restored to normal (O’Conner & Wilder, 2001). Also, New Zealander Jack Foster indicated a runner should take one recovery day for every mile completed in a race [Brown & Henderson, 2002; Galloway, 1984; Henderson, 2000; Higdon, 1998; Sinclair, Olgesby, & Piepenburg, 2003). However, Henderson indicated that it may be better to take one easy day per kilometer (Brown & Henderson, 2002; Henderson, 2000). Although, Bowerman, Henderson, & Foster’s statements about recovery days after a race or hard effort seem reasonable, the appropriate recovery duration as well as what is considered “easy” has not been previously studied.

Gomez et al. (2002) determined that strength and power capabilities of distance runners after a 10km race normalized after 48 hrs of passive recovery. Thus, it is likely that participants would be fully recovered, which would allow them to maximize performance during another 10km race. Because 5km is half the distance of 10km, it may be logical to presume only 24 hrs of passive recovery may be needed, instead of the required 48 hrs for 10km. However, this hypothesis was not supported when we tested two distance runners of above average abilities in a pilot study as the participants were not able to achieve similar 5km performance after 24 hrs of passive recovery. Twenty-four hours may not be a sufficient amount of time for the dissipation of muscle fatigue or soreness (Brown & Henderson, 2002). Therefore, the purpose of this study was to compare 5km running performance after 24 hrs of passive recovery versus 72 hrs of passive recovery.

Methods

Participants

Participants for the study were 12 well trained male (n = 9) and female (n = 3) runners currently engaged in rigorous training. Runners from the local road running and track club, local triathlon competitors, and former competitive high school and college runners, were recruited by word of mouth. Participant inclusion criteria included: (a) Subjects must have been currently involved in a distance running training program, (b) Had previously run 16-22 min for male runners or 18-24 min for a female runner for 5km, (c) Currently averaging at least 20-30 miles (running) per week, (d) Have previously completed at least five 5km road or track races, (e) Have a VO2max of at least 45 ml/kg/min (females) or 55 ml/kg/min (males), and (f) Provided sufficient data (from running history questionnaires, Physical Activity Readiness Questionnaires, and Health Readiness Questionnaires) that reflected good health.

Participants completed a short questionnaire regarding their running background, racing history, and current training mileage. All participants were volunteers and signed a written informed consent outlining requirements and potential risks and benefits resulting from participating.

Procedures

Participants were assessed for age, height, body weight, and body fat percent using a 3-site skinfold technique (Brozek & Hanschel, 1961; Pollock, Schmidt, & Jackson, 1980). Participants were fitted with a Polar Heart Rate Monitor and then completed a graded exercise test (GXT) to exhaustion lasting approximately 12-18 minutes. VO2max, heart rate (HR), and Ratings of Perceived Exertion (RPE) were collected every minute.

All GXTs were completed on a Quinton 640 motorized treadmill. The test began with a 2 min warm-up at 2.5 mph. Speed was increased to 5 mph for 2 min, followed by 2 min at 6 mph, 2 min at 7 mph, and 2 min at 7.5 mph. At this point, incline was increased two percent every 2 min thereafter until the participant reached volitional exhaustion (ie., the felt like they could no longer continue running at the required speed and grade). Once the participant reached volitional exhaustion, they were instructed to cool down until they felt recovered.

Approximately five days later, participants performed their first 5km race between the hours of 6:30 am and 7:30 am. The time of day for each performance trial was consistent throughout the study. All performance trials were completed on a flat hard-surfaced 0.73 mile loop. Prior to each trial, participants completed visual analog scales pre and post a 1.5 mile warm-up run, regarding their feelings of fatigue and soreness within the quadriceps, hamstrings, gastrocnemius, lower body, and total body muscle groups. Visual analog scales were 15 cm lines where participants placed an “X” on the line indicating their feelings (with 0 = no fatigue or soreness and 15 = extreme fatigue or soreness). The visual analog scales evaluated participants’ status before the start of every time trial. Participants were also required to rate their perceived exertion (RPE) after the warm-up, prior to the start and during each 5km, to see if feelings of effort remained consistent between each trial, as well as during each lap and after each performance trial.

Participants underwent a 1.5 mile warm-up prior to every 5km performance trial (Kaufman & Ware, 1997). Participants completed successive 5km performance trials on two separate occasions. Immediately following a baseline 5km trial, runners recovered passively for 24 hrs (R24) or 72 hrs of passive recovery (R72) and then performed a second 5km trial. The 5km time trial sessions were in a counterbalanced order and were separated by 6-7 days of normal training. All participants were required to have 24 hrs of passive recovery prior to each baseline. Passive recovery was deemed as no exercise or extensive physical activity during the allotted recovery hours. During each time trial, average HR (HRave) and ending RPE (RPEend) were recorded to determine if effort for each 5km trial was consistent. All runners competed with runners of equal ability to simulate race day and hard training conditions with verbal encouragement provided often and equally to each participant. At the end of every performance trial, each runner was instructed to complete a low intensity 1.5 mile cool-down. Each testing session required approximately 60 min.

Statistical Analysis

Basic descriptive statistics were computed along with Repeated Measures of Analysis of Variance (MANOVA) for making comparisons between R72 and R24 performance trials regarding finishing times, HRave, RPEend, and fatigue/soreness responses. All statistical comparisons were made at an a priori p < 0.05 level of significance. Data was expressed as group mean + standard deviation and individual results.

In order to evaluate individual responses, data from each participant’s first 5km trial was compared to their second 5km trial using a paired T-test. The least significance group mean difference (p < 0.05) was determined and group mean finishing time was adjusted to determine the amount of change in seconds, between baseline and treatment trials, needed for significance. The time change between the first trial run and the adjusted baseline run was divided by the first trial run and expressed as a mean number of seconds and as a percent for both the R24 (9.5 secs or 0.8%) and R72 (7.0 secs or 0.6%) trials. The percent values were applied to each individual baseline time in order to determine how many seconds (positive or negative) the second performance trial time had to be over or under the first performance trial, in both R24 and R72 conditions, to quantify as a response. Participants were then labeled as non-responders, positive-responders (faster during successive trial), and negative-responders (slower during successive trial).

Results

Descriptive characteristics are found in Table 1. The participants were between the ages of 18 and 35 (majority of subjects were between ages of 20-28) years. All participants were trained runners or triathletes (where running was their specialty event).

Table 1
Participant (Males = 9 & Females = 3) Descriptive Statistics

Mean Standard Deviation

________________________________________________________________________

Males Females Group Males Females Group


Age (yrs)	25.6	22.0	24.7	5.0	1.0	4.6
Height (cm)	175.3	168.0	173.5	6.2	18.2	10.0
Weight (kg)	78.0	61.7	73.9	10.9	10.0	12.6
Body Fat (%)	10.9	21.9	13.7	1.3	2.0	5.1
VO2max (ml/kg/min)	63.3	59.7	62.4	5.0	7.9	5.6
Pre-study 5km Personal Best (min)	18:57	21:31	20:19	1:54	2:05	2:02
Average Weekly Mileage	31.7	30.1	30.5	7.4	7.7	7.5
Days Per Week	4.9	4.6	4.7	1.5	1.1	1.2

________________________________________________________________________

Mean finishing times, HRave, and RPEend for 1) R24 vs baseline and 2) R72 vs baseline are found in Table 2. R24 was significantly (p = 0.03) slower (10 secs) than baseline, where as R72 was not significantly (p = 0.21) different from baseline. Regarding HRave, no significant differences (p = 1.00) were found between R24 and baseline, yet R72HRave was significantly (p = 0.04) greater than baseline. Significance (p = 0.39) was not found between R24 RPEend and baseline, but R72 RPEend was significantly (p = 0.01) higher than baseline.

Table 2

Comparison of R24 (24 hrs) vs R72 (72 hrs) Trials

________________________________________________________________________

Baseline R24 Baseline R72

________________________________________________________________________

Finish Time (min)	19:49 + 1.9	19:59 + 1.9*	19:34 + 1.6	19:30 + 1.5
Average HR (b/min)	177.3 + 7.3	177.3 + 6.3	175.4 + 6.5	177.9 + 6.3*
Ending RPE	19.6 + 0.8	19.5 + 0.8	19.3 + 0.9	19.8 + 0.6*

________________________________________________________________________

R24 trials = 24 hrs of passive recovery between baseline and R24

R72 trials = 72 hrs of passive recovery between baseline and R72

*indicates significant difference between respective baseline trial.

Figure 1 displays individual differences between R24 and R72 performance trials. To be considered a non-responder, the individual time change had to fall within 0.8% of baseline performance for R24 and 0.6% of baseline performance for R72.

Figure 1. Changes in Individual Finishing Times (R72 vs R24)

Positive and negative responders (Table 3) were identified when individual time change was greater than 0.8% for R24 trials and 0.6% for R72 trials, with a positive responder being one whose 2nd performance trial time improved (expressed as a negative value) and a negative responder being one whose 2nd performance trial time slowed (expressed as a positive value).

Table 3

Comparison of Individual R24 and R72 Performance Trials
________________________________________________________________________

Participant Baseline R24 Time Baseline R72 Time

(min) (min) Change (min) (min) Change

(secs) (secs)

________________________________________________________________________

1	16:41	17:06	+25*	16:42	16:36	-6*
2	17:38	17:17	-21*	17:25	17:32	+7*
3	17:44	17:50	+6*	17.44	17:37	-7*
4	18:58	19:13	+15*	18:38	18:48	+10*
5	19:00	19:11	+11*	20:05	20:08	+3
6	19:05	19:38	+33*	19:35	19:49	+14*
7	20:17	20:09	-8*	19:49	19:48	-1
8	21:01	21:14	+13*	20:13	20:05	-8*
9	21:05	21:21	+16*	20:49	20:37	-12*
10	21:53	22:24	+31*	21:30	20:36	-54*
11	22:07	21:56	-11*	21:14	21:20	+6
12	22:18	22:25	+7*	21:05	21:02	-3
MEAN	19:49	19:59@	9.8	19:34	19:30	-4.3

________________________________________________________________________

R24 trials = 24 hrs of passive recovery between R24 and baseline

R72 trials = 72 hrs of passive recovery between R72 and baseline

* = responder

– = faster

+ = slower

@ = significance

Three individuals responded negatively to R72 by running a mean 10.3 + 5.7 secs slower during R72. Five individuals responded positively to R72 by running a mean 17.4 + 22.9 secs faster than baseline. Four individuals were considered non-responders to R72 with a mean time change of 3.3 + 1.8 secs.

Nine individuals responded negatively to R24 by running a mean 17.4 + 12.1 secs slower than baseline. Three individuals responded positively to R24 by running a mean 13.3 + 6.8 secs faster. There were no non-responders to the R24 trials. It is important to note that only two (participants 3 and 10) of three individuals who were negative responders to R72 also responded negatively to R24. Also, there were no individuals who positively responded to both R72 and R24.

There were no significant differences between R24 and baseline trials vs R72 and baseline trials for soreness and fatigue regarding pre and post warm-up scores on the fatigue/soreness visual analog scales (Table 4).

Table 4

Soreness and Fatigue Responses: R24 vs R72 Trials

________________________________________________________________________

Pre Warm-up Post Warm-up

________________________________________________________________________


		Soreness	Fatigue	Soreness	Fatigue
R24 Trials	Baseline	6.8 + 1.3	7.0 + 0.6	6.7 + 0.9	6.3 + 0.8
R24 Trials	Day 2	7.1 + 1.0	6.6 + 0.8	6.9 + 1.1	6.5 + 0.6
R72 Trials	Baseline	5.8 + 1.3	5.9 + 0.9	6.2 + 0.6	6.3 + 1.4
R72 Trials	Day 2	6.3 + 0.6	5.8 + 0.5	6.5 + 0.9	5.9 + 0.8

________________________________________________________________________

No significant differences were found between trials
Subjects appeared to be fully recovered before each trial

Discussion

The primary purpose of this study was to compare 5km racing performance after 24 hrs of passive recovery versus 72 hrs of passive recovery. Other than a few somewhat related studies by Bosak et al. (2008 & 2009), the necessary duration of passive recovery from 5km time trials has not previously been studied. Results indicate that 72 hrs of passive recovery, on average, permits maintenance of second 5km time trial performance, yet individual variability existed regarding rate of decline of 2nd trial performance. Individuals must therefore test themselves or coaches must test their athletes to determine optimal recovery time that allows for improved performance during successive 5km efforts.

R24 was significantly (p = 0.03) slower (10 secs) than baseline. However, no significant differences (p = 0.21) occurred between R72 and baseline (Table 2). Due to the catabolic nature of the running process, pain results from microtears and swelling (edema) within the muscle, which require sufficient passive recovery time prior to undergoing another intense running effort (Brown & Henderson, 2002). Increased passive recovery time can also be used to reduce the reflex muscle spasm and spastic conditions that accompany pain. Thus, it is logical to assume longer hours of passive recovery following a 5km race, may attenuate soreness and fatigue prior to the next race or hard running effort, which would potentially allow performance to be maintained or at least minimize impairment (Fitzgerald, 2007). Therefore, in this study, it is hypothesized that 72 hrs of passive recovery facilitated a more effective recovery allowing participants to actually run a few seconds faster than baseline. Since, subjects were required to have 24 hrs of passive recovery before each baseline it is likely that subjects were more fully recovered for R72 than for either baseline performance trial, thereby producing slight improvements during R72 performance trial.

There were no significant differences between R24 and baseline trials versus R72 and baseline trials for soreness and fatigue (Table 4) regarding pre and post warm-up scores on the fatigue/soreness visual analog scales. These results indicated that all runners tended to feel the same prior to each baseline and treatment trial. The assumption, therefore, is that each runner felt a similar level of preparedness before every trial. However, individual variability (Figure 1) existed among runners, which makes it important to focus on the effects of passive recovery (24 hrs and 72 hrs) on each individual.

Four individuals were considered non-responders to R72 with a mean time change of positive or negative 3.3 + 1.8 secs. It is possible that the intensity needed to complete the 5km performance trial was less than what was needed to fatigue these 4 non-responders.

Five individuals responded positively (Table 3) to R72 running a mean of 17.4 + 12.9 secs faster during the second trial. The potential reason for improved performance during R72 may be due to the fact that the 5 participants may have been in a more rested state as compared to their status prior to the first trial. Several of those subjects who did run faster during R72 verbally indicated that they “felt better” (regarding fatigue and muscle soreness) prior to the start of the second 5km as compared to how they were feeling before the baseline trial.

Despite the fact that as a group the participants ran a mean 10 seconds slower during R24 vs baseline, three individuals responded positively to R24 by running a mean 13.3 + 6.8 secs faster than baseline. The improvements during R24 could have been due to the fact that the 5km distance may not have been sufficient enough to fatigue these individuals from baseline, which allowed each runner to be recovered before the start of the second trial.

In terms of participants who ran slower (Table 3) during R24 and R72 performance trials, 9 individuals ran a mean time of 17.4 + 12.1 seconds slower after 24 hrs of passive recovery. Apparently, 24 hrs of passive recovery was not sufficient enough to allow muscle function to return to normal (Brown & Henderson, 2002). However, despite having 72 hrs of passive recovery, 3 participants still ran a mean of 10.3 + 5.7 secs slower than baseline. The decreased performance during R72 may have been a result of the runners having a “feeling of staleness” in their legs from completing no exercise for 72 hrs as explained by Mujika et al. (2001), where he suggested that many collegiate and post-collegiate runners often complain of feeling “stale” if they haven’t run in a few days. A potential loss of “feel” during exercise has been implied to occur in competitive athletes as a result of a reduction in training frequency (Mujika et al., 2001).

Despite R72 HRave being significantly (p = 0.04) greater than baseline and R24 HRave being the same as baseline, there were no consistent patterns of HRave and increased or decreased performance among participants during all R72 and R24 trials. It can be assumed that a lower HRave was associated with less effort since HR and intensity levels are related. However, only participant 7 ran faster and had a higher HRave during R24 and R72. During the R72 trials, only participants 4, 10, and 12 ran slower and had a lower HRave during second trial performance. During the R24 trials, only 1, 3, 5, 6, ran slower and had a lower HRave during second trial performance.

As for RPEend, no significant difference (p = 0.40) occurred between R24 and baseline, yet R72 was significantly (p = 0.01) greater than baseline. Also, scores on the pre and post warm-up fatigue/soreness visual analog scales were not significantly different between R24 and baseline trials vs R72 and baseline trials, indicating that all runners individually tended to feel the same prior to each 5km trial. Therefore, since inconsistencies exist between HRave, RPEend, and performance trials, while no significant differences occurred regarding fatigue/soreness responses, it is assumed that all participants displayed similar efforts during each 5km performance trial.

Conclusion

The results of the study indicate that 72 hrs of passive recovery, on average, permits maintenance of second day 5km performance. The study displays evidence that in most runners, 24 hrs of passive recovery did not provide sufficient recovery time for restoration of proper muscle function in agreement with Foss and Keteyian (1998) and Sinclair, Olgesby, & Pierpenburg (2003). For most runners, performance after 24 hrs of passive recovery may be impaired due to the inability to recruit sufficient muscle fibers in active muscles, as a result of residual muscle fatigue (Noakes, 2003). On average, more than 24 hrs of passive recovery is necessary for most runners to achieve optimal 5km race performance (Bosak et al., 2008). Since it was apparent that individual variability in recovery occurred in our study, individuals and coaches must therefore test themselves and their athletes to determine optimal recovery time, which may vary even within individuals depending upon other factors.

References

Bosak, A., Bishop, P., & Green, M. (2008). Active vs passive recovery in the 72 hours after a 5km race. The Sport Journal, 11 (3).

Bosak, A., Bishop, P., Green, M., & Hawver, G. (2009). Impact of cold water immersion on 5km racing performance. The Sport Journal, 12 (2).

Brown, R. L. & Henderson, J. (2002). Fitness Running (2nd ed.). Champaign, IL: Human Kinetics.

Brozek, J. & Hanschel, A. (1961). Techniques for Measuring Body Composition. Washington, DC: National Academy of Sciences.

Dellinger, B. & Freeman, B. (1984). The Competitive Runners’ Training Book: Techniques and Strategies to Prepare Any Runner for Any Race. New York, NY: Macmillan Publishing Company.

Fitzgerald, M. (2007). Brain Training for Runners. New York, NY: Penguin Group, Inc.

Foss, M. L. & Keteyian, S. J. (1998). Fox’s Physiological Basis for Exercise and Sport. Ann Arbor, MI: McGraw-Hill.

Galloway, J. (1984). Galloway’s Book on Running. Bolinas, CA: Shelter Publications, Inc.

Gomez, A. L., Radzwich, R. J., Denegar, C. R., Volek, J. S., Rubin, M. R., Bush, J. A., Doan, B. K., Wickham, R. B., Mazzetti, S. A., Newton, R. U., French, D. N., Hakkinen, K., Ratamess, N. A., & Kramer, W. J. (2002). The effects of a 10-kilometer run on muscle strength and power. Journal of Strength and Conditioning Research, 16, 184-191.

Henderson, J. (2000). Running 101: Essentials for Success. Champaign, IL: Human Kinetics.

Higdon, H. (1998). Smart Running. Emmaus, PA: Rodale Press, Inc.

Kaufmann, D. A. & Ware, W. B. (1977). Effect of warm-up and recovery techniques on repeated running endurance. The Research Quarterly, 2, 328-332.

Martin, D. E. & Coe, P. N. (1997). Better Training for Distance Runners (2nd ed.). Champaign, IL: Human Kinetics.

Mujika, I., Goya, A., Ruiz, E., Grijalba, A., Santisteban, J., & Padilla, S. (2001). Physiological and performance responses to a 6-day taper in middle-distance runners: influence of training frequency. International Journal of Sports Medicine, 23, 367-373.

Nicholas, C. W., Green, P. A., Hawkins, R. D., & Williams, C. (1997). Carbohydrate intake and recovery of intermittent running capacity. International Journal of Sport Nutrition, 7, 251-260.

Noakes, T. (2003). Lore of Running (4th ed.). Champaign, IL: Human Kinetics.

O’Conner, F. G. & Wilder, R. P. (2001). Textbook of Running Medicine. New York, NY: McGraw-Hill.

Pollock, M. L., Schmidt, D. H., & Jackson, A. S. (1980). Measurement of cardiorespiratory fitness and body composition in the clinical setting. Comprehensive Therapy, 6, 12-27.

Sinclair, J., Olgesby, K., & Piepenburg, C. (2003). Training to Achieve Peak Running Performance. Boulder, CO: Road Runner Sports Inc.

Authors’ References:

Dept. of Sport Health Science, Life University, Marietta, GA 30060
Dept. of Kinesiology, University of Alabama, Tuscaloosa, AL 35401
Dept. of Health, PE, and Recreation, University of North Alabama, Florence, AL 35632
Dept. of Health and Human Performance, Georgia Southwestern State University, Americus, GA 31709
Dept. of Health, Exercise Science, and Secondary Education, Lee University, Cleveland, TN 37320

U.S. Sports Academy2016-10-20T13:58:44-05:00October 5th, 2009|Sports Exercise Science, Sports Studies and Sports Psychology|Comments Off

Physical Education Teacher Candidates and Professional Codes of Ethics

Oğuz Özbek, Ankara University, School of Physical Education and Sports, Ankara, Turkey

Abstract

The purpose of this study was to determine the levels by which the students in Departments of Physical Education agree with the professional codes of ethics for physical education teachers. One hundred twenty-two students receiving education in Departments of Physical Education and Sports in three universities participated in the research. A questionnaire consisting of 32 items was used as the data collection tool. Physical education teacher candidates studying in different universities stated that they fully agreed with the professional codes of ethics for physical education teachers. However, they were observed to have different opinions regarding some ethics codes depending on gender, class, and school variables.

Introduction

Ethics lies on the basis of all relationships established by humans. There are such values as love, respect, gratitude, and trust in a relationship between two persons. (Kuçuradi, 1996). Ethical behavior considers the rights and interests, as well as the existence of others (Haynes, 2002). The goal of an ethical relationship is being able to show that ethical action is a basic characteristic of human existence; that is being able to teach to love people (Pieper, 1999). Studies on ethics deal with the standards used in the rightfulness or wrongfulness of human behavior. They seek answers to such questions as to which behaviors are good, desirable, and acceptable (Gözütok, 1999).

Professional ethics resulted from an increase in ethical problems in certain professions or from the awareness of these increasing problems. Ethics of medicine, law, sports, press, and education are some examples of professional ethics (Tepe, 2000). Professional ethics are a set of general rules that look at the work performed by the members of the profession from an ethical point of view and that are complied with by the majority of these members (Sockett, 1990; Kultgen, 1988). Ethical codes laid down by professional organizations and supported by sanctions will guide the person who applies them and help him/her to decide in potential dilemmas (Fain, 1992). Even though professional codes of ethics are regulated separately for every profession, such codes as honesty, legality, reliability, professional loyalty, and respect apply to all professions (Wiley 2000).

When education was taken up as a multidimensional system, ethical conduct came to be one of these dimensions (Barcena & Gıl, 1993). Ethics of education interests all of society. Behaviors related to students are central to the ethics of education. It is the duty of all educators to provide the student with humane living conditions within the environment of education. The relationship between the teacher and the student must be based on love and respect (Bilgen, 1994).

Ethical relationships are expected to be experienced within the environment of education. For this reason, ethics codes that are determined for education must have compliance by educators. Universal values such as honesty, fairness, loyalty, and respect are taken as basis when determining ethics codes. The basic purpose of ethics codes is to make application most beneficial, to provide public benefit, to protect the profession, to discipline the members, and to guide the teachers in solving ethical dilemmas they may encounter during daily applications (Campbell, 2000).

Physical education teachers are faced with making ethical decisions while they are fulfilling their duties in schools and sports facilities (Harrison and Blakemore, 1992). Physical education teachers must act in compliance with professional ethics while they are performing their duties in order to protect service ideals, regulate competition within the profession, and raise the quality of the service provided. The first known codes of ethics in literature for physical education teachers were proposed in 1950 by the American Alliance for Health, Physical Education and Recreation (AAHPER) professional ethic board, and published in the Journal of Physical Education and Recreation in 1950 (Resick, Seidel, & Mason, 1975). A major part of these professional codes of ethics regulate the relationship between the teacher and the student. Other ethics codes are concerned with the relationship of teachers and their colleagues, their responsibilities towards the society, participation in professional organizations, and professional development.

It was observed that the definitions made related to ethical dilemmas were more successful, their theoretical and practical knowledge concerning ethical dilemmas increased, and their solutions and recommendations for ethical problems became more successful at the end of their education (Bergem, 1993). In a study conducted by Priest, Krause, and Becah (1999), ethical value choices of students were discovered to have changed positively at the end of a four years higher education.

The pre-service education received by teachers will have an influence on the decisions to be made by them in ethical incidents they encounter during the course of their professional lives. In research conducted by Tirri (1999), teachers stated that they encountered ethical dilemmas in matters related to passing courses, education, lessons and success, moral dimensions of student behavior, cheating, negative student behavior, and general rules in school. Some very sensitive situations were expressed by some of the teachers who took part in the research. For instance, if a teacher has to touch his/her student as required by his/her profession, s/he is faced with a dilemma. The teacher must decide on the limits of the help s/he will provide to his/her students. Such dilemmas are mostly encountered by special education and physical education teachers (Tirri, 1999).

Physical education teachers in Turkey are educated in Schools of Physical Education and Sports in universities and Departments of Physical Education and Sports connected education faculties. Students take special skill examinations in order to be admitted to these departments. Physical education teacher candidates receive four years of higher education consisting of general knowledge, professional knowledge for teaching, and field education knowledge. The physical education teacher training program, which was prepared centrally by the Higher Education Council in 1997, is applied in all universities. All physical education teacher candidates graduate from programs consisting of the same courses and contents. With a recent amendment made to the program, optional courses have been proposed to be introduced for the students to acquire professional ethics (YÖK, 2007).

The education received by physical education teachers has a major influence on their behavior inside the school and the classroom. Therefore, physical education teacher candidates should acquire the qualifications of being able to act in compliance with the professional ethics along with professional knowledge and skills during their pre-service education.

The basic aim of this study was to determine the levels by which the students in departments of physical education agree with the professional codes of ethics for physical education. With this aim was an intent to determine whether or not the opinions of students in Departments of Physical Education regarding the levels of agreement with the professional codes of ethics displayed differences depending on gender, class, and school variables.

Method

The survey method was used in this research. The scale developed by Özbek (2003) was used in order to measure the levels by which physical education teacher candidates agreed with of professional codes of ethics for physical education teachers. The validity and reliability of the measuring tool, was studied again. Factor analysis was carried out for the structural validity of the measuring tool and total correlation analysis of items was evaluated. Before conducting factor analysis, the Kaiser-Meyer-Olkin (KMO) value was observed in order to determine the suitability of the size of sampling to factor analysis and the KMO value was found to be .90. The minimum KMO value must be .60 in order for a factor analysis to be realized on the data (Pallant, 2005). The .90 KMO value, which was observed in this case, showed that the data were suitable for factor analysis. On the other hand, the Barlett test result for the factor analysis of 32 items was found to be 2837.291, (p < 0.001). The KMO and Barlett test results indicated that a factor analysis could be conducted on these data. As a result of the factor analysis, the scale was decided to be one-dimensional. The total declared variance was calculated as 46.4 %. A declared variance of 30 % or more is considered sufficient in single-factor scales (Büyüköztürk, 2002). The factor load values of the items included in the scale ranged between .37 and .83. A factor load value of .30 or more was taken as basis while deciding on including an item in the scale. None of the items was excluded from the scale in this case (see Table 1). The correlation coefficient of the items included in the scale, on the other hand, ranged between .37 and .81 (See Table 1). The total correlation coefficient of items is required to be at least .30 (Pallant, 2005). According to this, no items were excluded from the scale. All of the 32 items in the original scale were kept without any change. The internal consistency coefficient Alpha, which is calculated for the reliability of the scale, was found as .95. Therefore, the scale was considered valid and reliable.

Table 1.
Factor Load of the Items in the Scale and Their Total Correlation Values

Item No	Factor Load	Item Total r	Item No	Factor Load	Item Total r
1	.41	.39	17	.75	.71
2	.37	.37	18	.71	.69
3	.41	.40	19	.69	.65
4	.72	.68	20	.73	.69
5	.78	.75	21	.78	.74
6	.69	.68	22	.68	.64
7	.60	.57	23	.81	.76
8	.66	.62	24	.75	.71
9	.53	.50	25	.66	.63
10	.73	.71	26	.56	.53
11	.62	.59	27	.77	.74
12	.64	.63	28	.83	.81
13	.52	.51	29	.76	.73
14	.62	.60	30	.82	.78
15	.48	.46	31	.79	.76
16	.60	.60	32	.83	.80

The scale contained the 32 professional codes of ethics given chart 2 along with personal information. The options of the scale and their points were determined as, Fully disagree (1 point), Somewhat agree (2 points), Moderately agree (3 points), Mostly agree (4 points), and Fully agree (5 points). The formula (5-1 = 4; 4/5 = 0.80) was used in determining the range coefficient of the scale. According to this the option ranges were determined as Fully disagree (1.00-1.79), Somewhat agree (1.80-2.59), Moderately agree (2.60-3.39), Mostly agree (3.40-4.19), and Fully agree (4.20-5.00). Whether or not there was a difference between the opinions of physical education teacher candidates based on class and gender was tested with the unrelated t test. Whether the opinions displayed differences based on the school variable, on the other hand, was tested with the unilateral variance analysis and the LSD test.

A Physical Education Teacher must,

C1 – take the mental, emotional, and social developments of students into

consideration along with their physical skills while evaluating their success.

C2 – attach importance on education and health rather than being a champion or winning a

competition.

C3 – accept losing in competitions as natural as winning.

C4 – work in cooperation and solidarity with his/her colleagues.

C5 – help those who are new in the profession gain professional knowledge and experience.

C6 – not display an action based on violence towards his/her students.

C7 – approach the students who do not succeed in competitions with understanding.

C8 – take the necessary measures in conditions that might arise in students such as physical

discomfort, dehydration, or fatigue.

C9 – include activities by which all students take part in sports activities rather than providing a

group of students with the school’s facilities.

C10 – ensure that all students benefit from the tools, equipment, and facilities of the school.

C11 – not use grades as an instrument of pressure.

C12 – prefer honesty over winning in sports.

C13 – prefer discipline over winning in sports.

C14 – act with tolerance towards his/her students in their lessons.

C15 – reward proper behavior of students.

C16 – evaluate the success of students objectively.

C17 – take care to ensure that both s/he and his/her students conform to the lesson and training

hours.

C18 – attach more importance on the health and security of his/her students than sportive

success.

C19 – not intervene with the transfers of athlete students by following his/her own interest.

C 20 – show special attention to disabled students in order to ensure their participation in the

lesson.

C21 – consider the course of physical education as an integral and complementary part of

general education.

C22 – value the opinions of students during the lesson. C23 – not talk in a way to humiliate his/her athlete students.

C24 – not allow tests, measurements, or drug testing that would endanger the health of his/her

athlete students.

C25 – keep confidential the private information concerning his/her students.

C26 – keep confidential the religious, political, and ethnical matters discussed within the

classroom environment.

C27 – not conduct training exercises that would endanger the health of athlete students.

C28 – take the education and health of the athlete students into consideration during club

transfers.

C29 – avoid applications that would hold back other lessons of the students who will

participate in competitions.

C30 – not insult his/her students.

C31 – not talk in a way to humiliate the athletes and coaches of the competitor school team.

C32 – act aggressively and offensively in his/her relationships with his/her colleagues.

Figure 1. Professional Codes of Ethics for Physical Education Teachers

Participants

The research covered the students, who were receiving education in the Departments of Physical Education and Sports in the Gazi University School of Physical Education and Sports, Hacettepe University, School of Sport Sciences and Technology, and Ankara University School of Physical Education and Sports during the 2005 – 2006 academic year. There were 278 students in the freshman and senior classes of the three universities. The study aimed to reach the relevant segment of students fully. However, the data collection tool could only be applied to a study group consisting of 122 students. Twenty-five percent (n = 26), 53 percent (n = 64), and 26 percent (n = 32) of the students participating in the survey consisted of the students of Hacettepe University, Gazi University, and Ankara University, respectively. When the gender distribution was examined, 60 percent (n = 73) of the students were observed to be male and 40 percent (n = 49) female. 62 percent (n = 76) of the students participating in the survey were freshmen while 38 percent (n = 46) consisted of senior class students. Personal information regarding the study group of the survey has been provided in Chart 3.

Table 2
Personal Information Regarding the Study Group

Personal Information	Sub categories	f	%
School	Hacettepe U.	26	21
	Gazi U.	64	53
	Ankara U.	32	26
	Total	122	100
Class	Freshman	76	62
	Senior	46	38
	Total	122	100
Gender	Male	73	60
	Female	49	40
	Total	122	100

Results

Findings regarding the opinions of physical education teacher candidates about their agreement with the professional codes of ethics were interpreted based on gender, class, and school variables.

The mean averages of the levels by which the physical education teacher candidates agreed with the professional codes of ethics based on gender, class, and school variables have been given in Table 3. As seen in Table 3, it was observed that the teacher candidates receiving education in three universities fully agreed with the professional codes of ethics [Hacettepe University ( = 4.66), Gazi University ( = 4.64), Ankara University ( = 4.66)]. The mean average of the levels by which the students in freshman and senior classes agreed with the professional codes of ethics [freshman ( = 4.63), senior ( = 4.69)] was realized as “full.” The mean average of the levels by which the male and female students agreed with the professional codes of ethics, on the other hand [male ( = 4.62), female ( = 4.71)], was again realized as “full”.

Table 3
The Mean averages of the Levels by which the Physical Education Teacher Candidates Agreed with the Professional Codes of Ethics based on Gender, Class, and School Variables

School	N	Mean	Class	N	Mean	Gender	N	Mean
Hacettepe U.	26	4.66	Freshman	76	4.63	Male	73	4.62
Gazi U.	64	4.64	Senior	46	4.69	Female	49	4.71
Ankara U.	32	4.66	Senior	46	4.69	Female	49	4.71

The averages of the opinions of physical education teacher candidates concerning the professional codes of ethics based on their genders have been provided in Table 4. As seen in Table 4, a noteworthy difference was observed in three items as a result of the unrelated t test conducted among the averages regarding the opinions of physical education teacher candidates based on their genders, while no significant differences were seen in other items.

Male teacher candidates agreed at the level of ( = 4.61), and female teacher candidates at the level of ( = 4.87) with the principle stating “a physical education teacher must value the opinions of students during the lesson” (C22). There was a significant statistical difference between the averages of the opinions of male and female physical education teacher candidates [ t (120) = 2.15, p<.05]. More female teacher candidates agreed with the principle that a physical education teacher should value the opinions of students during the lesson compared to male teacher candidates.

While male student candidates agreed with the principle stating “a physical education teacher must not allow tests, measurements, or drug testing that would endanger the health of his/her athlete students” (C24) at a level of = 4.75, the level of agreement by female teacher candidates was = 4.93. There was a significant statistical difference between the averages of the opinions of male and female physical education teacher candidates [t (120) = 2.11, p < .05]. More female teacher candidates agreed with the principle that a physical education teacher should not allow tests, measurements, or drug testing that would endanger the health of his/her athlete students, compared to male teacher candidates.

While male teacher candidates agreed with the principle stating “a physical education teacher must not insult his/her students” (C30) at a level of = 4.65, the level of agreement by female teacher candidates was = 4.85. There was a significant statistical difference between the averages of the opinions of male and female physical education teacher candidates [t (120) = 2.04, p < .05]. More female teacher candidates agreed with the principle that a physical education teacher should not insult his/her students, compared to male teacher candidates.

Table 4
Descriptive Statistics on the Opinions of Physical Education Teacher Candidates concerning the Professional Codes of Ethics based on their Genders

Item No	Gender	Mean	s	t	p	Item No	Gender	Mean	s	t	P
1	M	4.79	.525	.231	.817	17	M	4.78	.650	.342	.733
	F	4.81	.486				F	4.81	.391
2	M	4.24	.909	.255	.799	18	M	4.47	.818	1.48	.141
	F	4.20	.889				F	4.67	.625
3	M	4.49	1.04	1.29	.198	19	M	4.65	.767	.738	.462
	F	4.24	1.03				F	4.75	.630
4	M	4.68	.664	.847	.399	20	M	4.68	.761	.368	.714
	F	4.77	.421				F	4.63	.782
5	M	4.75	.547	.631	.529.	21	M	4.68	.642	.915	.362
	F	4.81	.527				F	4.79	.676
6	M	4.71	.588	1.11	.266	22	M	4.61	.810	2.15	.033*
	F	4.83	.624				F	4.87	.525
7	M	4.61	.637	.521	.603	23	M	4.71	.676	1.117	2.66
	F	4.55	.737				F	4.83	.472
8	M	4.68	.598	.471	.639	24	M	4.75	.640	2.11	.037*
	F	4.73	.531				F	4.93	.316
9	M	4.71	.513	.518	.605	25	M	4.65	.730	1.92	.056
	F	4.65	.751				F	4.85	.408
10	M	4.82	.419	.299	.766	26	M	4.42	.848	1.23	.219
	F	4.79	.539				F	4.59	.642
11	M	4.46	.958	1.43	.128	27	M	4.78	.583	.052	.959
	F	4.69	.683				F	4.77	.510
12	M	4.45	.972	1.93	.055	28	M	4.57	.797	1.59	.113
	F	4.73	.638				F	4.77	.586
13	M	4.41	.796	.861	.391	29	M	4.46	.851	1.28	.203
	F	4.53	.680				F	4.65	.693
14	M	4.50	.728	.673	.502.	30	M	4.65	.671	2.04	.044*
	F	4.59	.609				F	4.85	.408
15	M	4.39	.701	1.76	.097	31	M	4.76	.589	.295	.769
	F	4.59	.574				F	4.73	.604
16	M	4.67	.727	1.36	.173	32	M	4.78	.671	.045	.964
	F	4.81	.441				F	4.77	.586

df = 120 NMale = 73 NFemale = 49 N = 122 P* < .05

The averages regarding the opinions of physical education teacher candidates concerning the professional codes of ethics based on their classes have been given in Table 5. As seen in Table 5, a noteworthy difference was observed in three items as a result of the unrelated t test conducted among the averages regarding the opinions of physical education teacher candidates based on their classes, while no significant differences were seen in other items.

While freshman students agreed with the principle stating “a physical education teacher must take in consideration the mental, emotional, and social developments of students into consideration along with their physical skills while evaluating their success” (C1) at a level of ( = 4.73), the level of agreement by senior students was ( = 4.91). There was a significant statistical difference between the averages of the opinions of physical education teacher candidates in freshman and senior classes [t (120) = 2.09, p < .05]. More teacher candidates in senior classes agreed with the principle that a physical education teacher should take in consideration the mental, emotional, and social developments of students into consideration along with their physical skills while evaluating their success, compared to those in freshman classes.

While freshman students agreed with the principle stating “a physical education teacher must evaluate the success of students objectively” (C16) at a level of ( = 4.64), the level of agreement by senior students was ( = 4.86). There was a significant statistical difference between the averages of the opinions of physical education teacher candidates in freshman and senior classes [ t (120) = 2.27, p < .05]. More teacher candidates in senior classes agreed with the principle that a physical education teacher should evaluate the success of students objectively, compared to those in freshman classes.

While freshman students agreed with the principle stating “a physical education teacher must attach more importance on the health and security of his/her students than sportive success” (C18) at a level of ( = 4.46), the level of agreement by senior students was ( = 4.71) There was a significant statistical difference between the averages of the opinions of physical education teacher candidates in freshman and senior classes [ t (120) = 2.09, p < .05]. More teacher candidates in senior classes agreed with the principle that a physical education teacher should attach more importance on the health and security of his/her students than sportive success, compared to those in freshman classes.

Table 5
Descriptive Statistics on the Opinions of Physical Education Teacher Candidates concerning the Professional Codes of Ethics based on their Classes

Item No	Class	Mean	s	t	p	Item No	Class	Mean	s	t	p
1	Freshman	4.73	.574	2.09	.038*	17	Freshman	4.80	.632	.191	.849
	Senior	4.91	.354				Senior	4.78	.417
2	Freshman	4.22	.946	.092	.927	18	Freshman	4.46	.855	2.09	.039*
	Senior	4.23	.821				Senior	4.71	.501
3	Freshman	4.35	1.11	.519	.605	19	Freshman	4.73	.660	.796	.428
	Senior	4.45	.911				Senior	4.63	.798
4	Freshman	4.71	.649	.264	.793	20	Freshman	4.59	.911	1.57	.119
	Senior	4.73	.443				Senior	4.78	.417
5	Freshman	4.76	.585	.408	.684	21	Freshman	4.69	.748	.694	.489
	Senior	4.80	.453				Senior	4.78	.467
6	Freshman	4.77	.665	.328	.743	22	Freshman	4.71	.745	.212	.832
	Senior	4.73	.419				Senior	4.73	.681
7	Freshman	4.63	.689	.867	.388	23	Freshman	4.71	.689	1.36	.174
	Senior	4.52	.657				Senior	4.84	.419
8	Freshman	4.67	.640	.924	.357	24	Freshman	4.77	.623	1.54	.125
	Senior	4.76	.431				Senior	4.91	.354
9	Freshman	4.68	.657	.099	.921	25	Freshman	4.71	.708	.614	.541
	Senior	4.69	.552				Senior	4.78	.467
10	Freshman	4.77	.531	1.18	.240	26	Freshman	4.46	.870	.572	.568
	Senior	4.86	.340				Senior	4.54	.585
11	Freshman	4.56	.884	.138	.891	27	Freshman	4.73	.640	1.22	.224
	Senior	4.54	.853				Senior	4.84	.363
12	Freshman	4.51	.901	.862	.390	28	Freshman	4.61	.815	.730	.467
	Senior	4.65	.749				Senior	4.71	.544
13	Freshman	4.40	.751	.966	.336	29	Freshman	4.61	.815	1.39	.167
	Senior	4.54	.751				Senior	4.41	.747
14	Freshman	4.53	.738	.031	.975	30	Freshman	4.75	.535	.297	.767
	Senior	4.54	.585				Senior	4.71	.501
15	Freshman	4.39	.713	1.88	.063	31	Freshman	4.78	.617	.845	.400
	Senior	4.60	.536				Senior	4.69	.552
16	Freshman	4.64	.743	2.27	.025*	32	Freshman	4.78	.717	.240	.811
	Senior	4.86	.340				Senior	4.76	.480

df = 120 N Freshman = 76 N Senior = 46 N = 122 P* < .05

The averages regarding the opinions of the physical education teacher candidates based on their schools have been given in Chart 7. As seen in Chart 7, a noteworthy difference was observed in two items as a result of the unilateral variance analysis conducted among the averages regarding the opinions of physical education teacher candidates based on their schools, while no significant differences were seen in other items.

A difference of .05, which was worth noting, was found among the averages as a result of the variance analysis conducted on the averages of the points concerning agreement levels with the principle stating “a physical education teacher must not display an action based on violence towards his/her students” (C6) [F (2, 119) = 3.11, p < .05]. As a result of the LSD test, which was applied in order to find the group that created the difference, a significant difference was observed between the opinions of Hacettepe University and Gazi University students. While the students of Hacettepe University agreed with the principle stating “a physical education teacher must not display an action based on violence towards his/her students” (C6) at a level of = 4.96, those of Gazi University stated that they agreed with this principle at a level of = 4.64.

A difference of .05, which was worth noting, was found among the averages as a result of the variance analysis conducted on the averages of the points concerning agreement levels with the principle stating “a physical education teacher must reward proper behavior of students” (C15) [F (2, 119) = 5.51, p < .05]. As a result of the LSD test, which was applied in order to find the group that created the difference, a significant difference was observed between the opinions of Ankara University students and Hacettepe University and Gazi University students. While the students of Ankara University agreed with the principle stating “a physical education teacher must reward proper behavior of students” (C15) at a level of ( = 4.15), those of Hacettepe university and Gazi University stated that they agreed with this principle at levels of ( = 4.61) and ( = 4.57), respectively.

Table 6
Descriptive Statistics on the Opinions of Physical Education Teacher Candidates concerning the Professional Codes of Ethics based on their Schools

Item No	School Averages			F	P	Item No	School Averages			F	P
Item No	1	2	3	F	P	Item No	1	2	3	F	P
1	4.76	4.82	4.78	.162	.850	17	4.73	4.84	4.75	.514	.600
2	4.26	4.14	4.37	.756	.472	18	4.61	4.57	4.46	.322	.725
3	4.26	4.40	4.46	.270	.764	19	4.69	4.70	4.68	.006	.994
4	4.73	4.71	4.71	.004	.996	20	4.53	4.67	4.75	.548	.579
5	4.76	4.78	4.78	.005	.995	21	4.80	4.70	4.71	.238	.789
6	4.96	4.64	4.84	3.11	.048*	22	4.92	4.60	4.78	1.94	.148
7	4.53	4.59	4.62	.117	.889	23	4.69	4.73	4.87	.798	.453
8	4.69	4.68	4.75	.134	.875	24	4.80	4.82	4.84	.031	.969
9	4.65	4.70	4.68	.058	.944	25	4.73	4.70	4.81	.323	.725
10	4.80	4.79	4.84	.106	.900	26	4.46	4.56	4.37	.647	.525
11	4.65	4.50	4.59	.329	.721	27	4.69	4.82	4.75	.612	.54
12	4.62	4.50	4.65	.401	.670	28	4.69	4.65	4.62	.061	.941
13	4.50	4.39	4.56	.603	.549	29	4.61	4.56	4.43	.405	.668
14	4.57	4.53	4.53	.045	.956	30	4.73	4.70	4.81	.379	.692
15	4.61	4.57	4.15	5.51	.005*	31	4.76	4.78	4.68	.274	.761
16	4.65	4.71	4.81	.470	.626	32	4.84	4.78	4.71	.285	.753

df (Between groups: 2, Within groups: 119, Total: 121) P* < .05
N1 = 26 N2 = 64 N3 = 32 N = 122
1 = Hacettepe University 2 = Gazi University 3 = Ankara University.

Discussion and Conclusion

According to the results of the survey, it was determined that physical education teacher candidates in different universities fully agreed with the professional codes of ethics for physical education teachers based on school, gender, and class averages. However, it was observed that they thought differently in some codes of ethics according to these variables.

More female teacher candidates agreed with the principles that a physical education teacher should value the opinions of students during the lesson and should not insult his/her students, compared to male teacher candidates. Again, female teacher candidates agree with the principle that a physical education teacher should not allow tests, measurements, or drug testing that would endanger the health of his/her athlete students, more than male teacher candidates. It may be said that the female teacher candidates approached their students with more tolerance and compassion. Training applications that would ensure that the male teacher candidates think as the female teacher candidates should be included during pre-service education.

Teacher candidates in senior classes agreed with the principles that a physical education teacher should take the mental, emotional, and social developments of students into consideration along with their physical skills while evaluating their success, and that s/he should evaluate the success of students objectively, more than those in freshman classes. In addition, more teacher candidates in senior classes agreed with the principle that a physical education teacher should attach more importance to the health and security of his/her students than sportive success, compared to those in freshman classes. According to this result, it is possible to say that the physical education teacher training program has resulted in positive changes in the opinions of teacher candidates.

The teacher candidates in Hacettepe University agreed with the principle that a physical education teacher should not display an action based on violence towards his/her students, more than those in Gazi University. Applications of these findings would ensure that the teacher candidates in Gazi University become more sensitive with regard to application of violence towards students.

The teacher candidates in Gazi and Hacettepe Universities agreed with the principle that a physical education teacher should reward proper behavior of students, more than those in Ankara University. Activities that would strengthen the knowledge of teacher candidates in Ankara University that rewards constitute an important and useful instrument in education.

The fact that a difference exists among the opinions of physical education teacher candidates concerning some codes of ethics makes us think that training programs for physical education teachers are not effective enough in ensuring that students acquire behaviors related to professional codes of ethics. Physical education teacher candidates are expected to be more sensitive about the professional codes of ethics. Techniques such as case study analysis and role playing may be used in order to provide higher quality training on professional codes of ethics.

It is known that theoretical and practical information concerning ethical dilemmas are increasing and solutions and recommendations for ethical problems are becoming more successful in the formal education received by teacher candidates (Bergem, 1993). Therefore, more efficient ethical training must be included in pre-service education (Fain & Gillespie, 1990; Priest, Krause & Becah, 1999). Some problems may be encountered in applying ethical principles. It is always possible for a teacher to find himself/herself in an ethical dilemma and experience conflicts with the roles s/he has undertaken. In this context, ethical behavior is a hard job. This difficulty will be alleviated if teachers acquire the characteristics that constitute ethical conduct, such as doing the right thing and being fair, honest, and helpful, during the pre-service education (Frank, 1996; Oser & Althof, 1993).

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U.S. Sports Academy2013-11-25T19:40:05-06:00October 5th, 2009|Sports Management, Sports Studies and Sports Psychology|Comments Off

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Abstract

Introduction

Method

Participants

Results

1

4.76

4.82

4.78

17

2

4.26

4.14

4.37

18

3

4.26

4.40

4.46

19

4

4.73

4.71

4.71

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5

4.76

4.78

4.78

21

6

4.96

4.64

4.84

22

7

4.53

4.59

4.62

23

8

4.69

4.68

4.75

24

9

4.65

4.70

4.68

25

10

4.80

4.79

4.84