service quality – Page 2 – The Sport Journal

Sport in the Magisterium of Benedict XVI

Bishop Josef Clemens

Philosophical Foundations of the Sporting Phenomenon

More than thirty years ago on June 1, 1978, at the start of the World Cup that was being held in Argentina (June 1 – 25, 1978) and was marked by bitter defeat for the Germans, the fifty year old Cardinal Joseph Ratzinger,already one year as Archbishop of Munich-Freising, explained the nucleus of his thought on soccer and sport in general in an interview on the Bavarian Radio program “Zum Sonntag” (Ordinariats-Korrespondenz, 1978; see also Pfister, 2006; Deutsche Tagespost, 1978; Benedetta, 2009).

I would like to use as a leitmotif of this investigation, this profound and original interview, in which the Cardinal and theologian offers a brief philosophical analysis of the modern phenomenon of sport and soccer in particular. This will help us to better understand the typically brief but numerous comments that Pope Benedict XVI has made about sport throughout his Pontificate.

It does not seem that Cardinal Ratzinger as head of Congregation for the Doctrine of the Faith (1981-2005) dealt with the phenomenon of soccer or sport in general, but he did include this interview in an anthology of texts published in 1985 and also as Pope he permitted it to be included in a publication printed in 2005 (Ratzinger, 1985; see also Benedikt and Ratzinger, 2005; “Mitarbeiter der Wahrheit, Gedanken für jeden Tag,” 1992; Benedikt and Ratzinger 2009). All of this indicates the perennial value of these fundamental reflections on the phenomenon of modern sport.

The Attraction of the Sports Phenomenon

The first aspect that I would like to bring our attention to is that the Cardinal speaks of soccer as “a ‘global event’, that irrespective of boundaries, links humanity around the world in one and the same state of tension: in its hopes, its fears, its emotions and joys” (Ratzinger, 1992). This observation, made thirty years ago, is all the more valid today given the enormous expansion of soccer’s popularity around the world!

No other event on the planet is capable of involving so many people in a similar way than a professional sporting event and especially that of soccer.According to Cardinal Ratzinger, “this tells us that some primeval human instinct is at play here” and raises the question as to the source of the spell that this games exerts.

Pope Benedict XVI will show his appreciation for this universal dimension of the sporting phenomena with its potential to peacefully unite diverse nations and races of the earth.

Sport as “Play”

The pessimist will respond to the question of why sport is a universal phenomenon by saying that it is the same as the case with the ancient Rome, where panem et circenses, (bread and the circus games), constituted “the only meaning in life for a decadent society, which does not know any higher aspiration” (Decimus Iunius Iuvenalis). But, even if we accept this explanation, we still would still remain with the question: “why is this game so fascinating that it remains equal with bread?” To answer this, we might look again to the past and see that the cry for bread and games was in reality the expression of “a longinge for the paradisal life – an escape from the wearisome enslavement of daily life.” In this context,the Cardinal reveals the profound sense of play as an activity that is totally free, without limits or constrictions, and both engages and fulfills all the energy of man. Consequently, play could be interpreted as a sort of effort to return to paradise: as an escape from the “wearisome enslavement of daily life” (aus dem versklavten Ernst des Alltags) for the free seriousness (freien Ernst) of something that should not be so and therefore it is beautiful. In this way, sport, in a certain sense, overcomes (überschreitet) daily life.

Besides this capacity to overcome ordinary life, play possesses – as we can see in children- another characteristic: that of being a school of life.Play symbolizes life itself and anticipates it in a way that is characterized by a free form manner.

Sport as a “School of Life”

According to this very original reflection of Cardinal Ratzinger, the fascination for soccer consists in the fact that it unites these two following aspects in a persuasive manner. First of all, it “compels man to exercise self-discipline,” so that he may gain control over himself, and through this control, self mastery. In turn, this self mastery leads to freedom. Soccer can also teach a disciplined cooperation with others (diszipliniertes Miteinander). In team play, one learns to insert their individuality into the service of the entire group. Sport unites people in a common goal: the success and failure of each one lies in the success and failure of everyone.

Sport can also teach fair play as the rules of the game, which all mutually obey, bind and unite the competitors together. The freedom of play- when play is according to the rules- becomes serious competition that is only resolved into the freedom of a finished game.

In watching a game, the spectator identifies himself with the game and the players. In this way, he feels himself a part of both the team play and the competition, participating in the player’s seriousness and in their freedom of action. The players become a symbol of his own life; and that works vice versa. The players know that the spectators are seeing themselves represented in them, being affirmed by them.

Threats to and Deviations to Sporting Activities

At the end of this interview, rich and dense in content, Cardinal Ratzinger discussed the temptations and dangers that threaten the world of sport. The goodness of the game can easily be spoiled by commercialism, which casts the grim pall of money over everything, and changes sport into an industry which can produce an unreal world of horrifying dimensions.

But this illusory world cannot exist when sport is based on positive values:as a training for life (Vorübung) and as a stepping over (Überschreitung) from our daily life in the direction of our lost Paradise. Both cases however require finding a discipline for freedom in order to train oneself to follow the rules of teamwork (Miteinander), of competition (Gegeneinander) and of self-discipline (Auskommen mit sich selbst).

After considering all of this, we can conclude that through sport something new about learning how to live can be gained. This is because sport makes some fundamentals of life visible: man does not live by bread alone. Yes, the material world is only the preliminary stage (Vorstufe) for the truly human,the world of freedom. But that freedom is based on rules, on the discipline of teamwork (Miteinander) and fair competition (Gegeneinander), independent of outward success or arbitrariness, and is thereby truly free. Sport as life…if we look at it more profoundly, the phenomenon of a football-crazy world can give us more than sheer entertainment.

Observations of Pope Benedict XVI Regarding Sport

We can now consider some observations that Pope Benedict XVI has made regarding soccer and sporting activity in a general way that have as their presupposition and foundation these reflections made thirty years earlier.

In addition to the numerous remarks about sport that the Holy Father has made in his greetings to pilgrims at the end of the Wednesday General Audiences and his Angelus messages, there are two speeches that he has delivered during two special audiences: one to the Austrian National Ski Team (October 6, 2007)(Benedict XVI, Insegnamenti, “Speech to the Austrian National Ski Team,” 2007) and the other to the participants of the World Swimming Championship (August 1, 2009) (Benedict XVI, L’Osservatore Romano, “ Speech to the participants of the World Swimming Championship,” 2009). As both speeches were addressed to the athletes themselves who were received by him, they offered the Holy Father the occasion to deal with the theme of sport more amply. To facilitate our analysis, I will subdivide his reflections into five points.

Virtues and Values Inherent to Sporting Activity

For consider the values inherent to sporting activity, the Holy Father’s speech to the Austrian ski team offers us an excellent program. Pope Benedict XVI observes that sports can help to foster basic virtues and values and offers an exemplary list: “perseverance, determination, spirit of sacrifice, internal and external discipline, attention to others, team work,solidarity, justice, courtesy, and the recognition of one’s own limits,and still others. These same virtues also come into play in a significant way in daily life and need to be continually exercised and practiced” (Benedict XVI, Insegnamenti, “Speech to the Austrian National Ski Team,” 2007; see also Insegnamenti, “Wednesday General Audience,” 2005; Insegnamenti, “Wednesday General Audience,” 2006; Insegnamenti, “Wednesday General Audience,” 2007; Insegnamenti, “Wednesday General Audience,” 2008; L’ Osservatore Romano, “Message with occasion of the Tour de France,” 2009).

While receiving the participants of the World Swimming Championship in August of 2009 in Rome, the Holy Father underlined again the potential values that are inherent to sporting efforts, this time enumerating a list from a complementary perspective:

“With your competitions you offer the world a fascinating spectacle of discipline and humanity, of artistic beauty and tenacious determination. You show what goals the vitality of youth can achieve when young people submit to the effort of a demanding training and are willing to accept numerous sacrifices and deprivations. All this is also an important lesson for life for your peers.… Sport, practiced with enthusiasm and an acute ethical sense, especially for youth become a training ground of healthy competition and physical improvement, a school of formation in the human and spiritual values,a privileged means for personal growth and contact with society&rdquo (Benedict XVI, L’ Osservatore Romano, “Speech to the participants of the World Swimming Championship,” 2009).

Athletes as “Role Models”

Speaking to these top level Austrian skiers, the Holy Father touched upon the fact that they are role models for the young people especially. “In fact, you, dear athletes, shoulder the responsibility –not less significant – of bearing witness to these attitudes and convictions and of incarnating them beyond your sporting activity into the fabric of the family, culture, and religion. In doing so, you will be of great help for others, especially the youth, who are immersed in rapidly developing society where there is a widespread loss of values and growing disorientation” (Benedict XVI, Insegnamenti, “Speech to the Austrian National Ski Team,” 2007).

And also in the above quoted speech to champion swimmers, he affirmed similarly: “Dear athletes, you are models for your peers, and your example can be crucial to them in building their future positively. So be champions in sports and in life!” (Benedict XVI, L’ Osservatore Romano, “ Speech to the participants of the World Swimming Championship,” 2009).

The Holy Father reminds these athletes that their “role as a champion” goes beyond the confines of their sport because their sporting activity becomes for many youth a model of a life of achievement and success. This brings with it a great responsibility because it can be a determining factor in one’s entire life project. In a time when exemplary personalities who the youth respect are lacking, the champion athlete indirectly becomes an “educator” as the young people look to them for guidance. Because of this, sporting ideals must permeate not only sport but life itself in order to be authentic and credible.

These considerations cause us to examine more closely an very important aspect for the Pontiff: the educational potential of sport and how it can contribute in confronting the growing “educational emergency” that is witnessed more in more in our time (Benedict XVI, L’ Osservatore Romano, “Letter to the Diocese of Rome,” 2009; see also L’ Osservatore Romano, “Address to the General Assembly of the Italian Bishops Conference,” 2008).

Sport as a Response to the Educational Emergency

In a Wednesday General Audience on January 9, 2008, the Holy Father greeted the directors and athletes of the level D Italian soccer league with thesewords: “May the game of soccer always be more of a means of teaching the values of honesty, solidarity and fraternity, especially among the younger generations” (Benedict XVI, Insegnamenti, “Greeting,Wednesday General Audience,” 2008).

I would like to recall another quote from the Holy Father which were directed to soccer students at a training club that forms part of the young scholastic sector of the Italian Soccer Federation (FIGC). At the end of the Sunday Angelus, Pope Benedict XVI made this appeal: “May sport be a gymnasium of true preparation for life” (Benedict XVI, Insegnamenti, “Greeting, Angelus,” 2005; see also Insegnamenti, “Greeting,” 2006).

On the occasion of the Pontifical Council for the Laity’s sport seminar (“Sport, education, faith: towards a new season for Catholic sport associations” 6-7 November 6-7, 2009), the Holy Father strongly accentuated in his message the educative value of sporting activity:“Sports have considerable educational potential in the context of youth and, for this reason, great importance not only in the use of leisure time but also in the formation of the person” (Benedict XVI, L’Osservatore Romano, “Message to Cardinal Stanislaw Rylko, President of the Pontifical Council for the Laity, on occasion of the International Seminar of Study,” 2009; see also L’Osservatore Romano, “Speech to the participants of the World Swimming Championship,” 2009; L’Osservatore Romano, “Address to civil and political authorities in Prague,” 2009).

In the actual educational emergency, provoked by a unilateral and exaggerated demand for personal freedom, sport can assume an important role as a means to educate many young people. Sport can demonstrate- by means of its rules and team effort- that there is an undeniable need for discipline and a shared responsibility.

In this regard, the Holy Father, in his letter to the diocese of Rome on the theme of education recalled that: “If no standard of behavior and rule of life is applied even in small daily matters, the character is not formed and the person will not be ready to face the trials that will come in the future.The educational relationship, however, is first of all the encounter of two kinds of freedom, and successful education means teaching the correct use of freedom” (Benedict XVI, L’Osservatore Romano, “Letter to the Diocese of Rome,” 2009).

Sport represents an appropriate field for finding the right balance between freedom and discipline, which is perhaps the most delicate point in the task of education today. Many young people consider sport as a positive phenomenon in their life and easily undergo the rigor and fatigue that it implies as well as its rules. Especially in the case of soccer, we see how team work groups together the freedom of each individual and the need of respecting the rules for the benefit of the common good.

As we have seen -in the context of this formative process- the Holy Father counts much upon sports men and women to be “credible witnesses” of its virtue and values. In this sense, speaking to the General Assembly of the Italian Bishop’s Conference (May 29, 2008), where the Holy Father made explicit reference to the parish recreational centers, he noted:“… precisely the current educational emergency increases the demand for an education that truly is such: therefore, concretely speaking,educators who know how to be credible witnesses of these realities and of these values upon which it is possible to build both one’s personal existence and a common and shared project of life” (Benedict XVI, L’Osservatore Romano, “Address to the General Assembly of the Italian Bishop’s Conference,” 2008).

The Unifying and Pacifying Capacity of Sport

A fourth aspect to consider is sport’s capacity to unite people of different countries and races in friendly competition as is often attested with particular eloquence in the occasion of the Olympics or the World Cup.

At the end of a General Audience on September 22, 2005, the Holy Fatherspoke these words to a delegation of UEFA and the Italian Soccer Federation present with a numerous group of children in attendance from sixteen countries:“Dear friends, … may today’s manifestation be an occasion for you to renew your efforts so that sport can contribute to building a society that is distinguished by reciprocal respect, fairness in behavior, and solidarity among all races and cultures” (Benedict XVI, Insegnamenti, “Greeting, Wednesday General Audience,”2005).

Once more, after praying the Sunday Angelus on February 12, 2006, a few days before the winter Olympics in Turin, the Pope expressed his desire that“this great sports competition be imbued with the Olympic values of fairness, joy and fraternal relations and in doing so, contribute to fostering peace among peoples” (Benedict XVI, Insegnamenti, “Angelus Greeting,” 2006; see also Insegnamenti, “Angelus Greeting to the Interamnia World Cup,” 2007; Insegnamenti, “Wednesday General Audience,” 2008; Insegnamenti ,“ Wednesday General Audience,” 2007).

Also in his greeting to the participants in the 29th edition of the Summer Olympics in Beijing, the Holy Father placed the accentuation on the pacifying dimension of sport: “… I am following with deep interest this great sports event – the most important and anticipated in the world – and I warmly hope that it will offer the international community an effective example of coexistence among people of the most different provenances, with respect for their common dignity. May sports once again be a pledge of brotherhood and peace among peoples!” (Benedict XVI, L’Osservatore Romano, “Angelus, greeting with occasion of the forthcoming Olympic Games in Beijing,” 2008).

These considerations of the Holy Father want to recall that an excessive nationalism and racism are contrary to the ideals of sport (“Olympic values”) as they destroy this unifying and pacifying capacity. Especially the Olympic Games and the other global sporting events can easily miss this opportunity and become the occasion, as has happened in the past, for a display of power and superiority of one nation’s political system over another’s. In these cases, sport is not an occasion for uniting, but is in opposition to the entire peoples as well as to the single individual. The Holy Father does not only ask this from “others”, but he also directs this appeal in a particular way to groups within the Church, especially Catholic sport associations. Benedict XVI asks them to be active in promoting a balanced appreciation of sporting activity in conformance with the sporting ideal and a Christian vision of the human person.

The Contribution of the Church and Catholic Athletes

The greatest asset the Church has to offer to the world of sport is her own insights regarding the overall phenomenon of sport that is enriched by a vision of the human person rooted in Christian anthropology and also in the light of the faith (Benedict XVI, L’Osservatore Romano, “Message to Cardinal,” 2006).

For the Pope, sport is not simply the exercise of one’s physical qualities but rather something that regards the entire person. Along these same lines, in his speech to the Austrian skiers already quoted above, he affirms:

“Body, spirit and soul form a single unity and each component must be in harmony with the other. You know how necessary this interior harmony is in order to reach sporting goals at the highest levels. Consequently, even the most demanding sports must be rooted in a holistic view of the human person, recognizing his profound dignity and favoring an overall development and full maturity of the person. Otherwise, if sport is only focused on mere material performance, it will fall short of realizing its necessary social dimension. In the end, sporting activity must help one to recognize their own talents and capacities, their very efforts and their own very life as gifts that come from God. For this reason, sport should always have God our Creator as its ultimate point of reference. It is in this sense that the Apostle makes reference to sports competition in order to recall man’s highest calling: “Do you not know that the runners in the stadium all run in the race, but only one wins the prize? Run so as to win. Every athlete exercises discipline in every way. They do it to win a perishable crown, but we an imperishable one”(1Cor. 9: 24-25) (Benedict XVI, “Speech to Austrian National Ski Team,” 2007).

Speaking to the participant of the swimming championship, the Holy Father included in his speech a reflection on the transcendent dimension of the human person, bringing out the loftier aspects of our creaturely status and concluding with what could almost be considered a prayer of thanksgiving to God:

“Watching these swimming championships and admiring the results achieved make it easy to understand the great potential with which God has endowed the human body and the interesting objectives of perfection it is able to achieve. One then thinks of the Psalmist’s wonder who in contemplating the universe, praises the glory of God and the greatness of man: “when I behold your heavens”, we read in Psalm 8, “the work of your fingers, the moon and the stars that you have set in place what is man that you are mindful of him, or the son of man that you care for him?” (vv. 3-4). Then, how can one fail to thank the Lord for having endowed the human body with such perfection; for having enriched it with a beauty and harmony that can be expressed in so many ways?” (Benedict XVI, L’Osservatore Romano, “Speech to the participants of the World Swimming Championship,” 2009).

With respect to the many time quoted educational emergency, the Holy Father has pointed out those task that belong to the Church, especially to her pastors and the educational institutions and sport associations. It is significant that Pope Benedict XVI, during a meeting with the clergy of Rome, regarding the theme of the parish recreational center, had this to say:

“Of course, an after-school center where only games were played and refreshments provided would be absolutely superfluous. The point of an after-school catechetical and recreation center must be cultural, human and Christian formation for a mature personality. … I would say that this is precisely the role of such a center, that one not only finds possibilities there for one’s leisure time but above all for an integral human formation that completes the personality. Therefore, of course, the priest as an educator must himself have received a good training and must fit into today’s culture, and be deeply cultured if he is to help young people to enter a culture inspired by faith. I would naturally add that in the end, the central point of orientation in every culture is God, God present in Christ” (Benedict XVI, L’Osservatore Romano, “Meeting with Clergy of Rome,” 2009).

Along this very same line of thinking, in his message to our recent seminar of study (Vatican, November 6-7, 2009), he underlined this point:

“Through sports, the ecclesial community contributes to the formation of youth, providing a suitable environment for their human and spiritual growth. In fact, when sports initiatives aim at the integral development of the person and are managed by qualified and competent personnel, they provide a useful opportunity for priests, religious and lay people to become true and proper educators and teachers of life for the young.

In our time when an urgent need to educate the new generations is evident it is therefore necessary for the Church to continue to support sports for youth, making the most of their positive aspects also at competitive levels such as their capacity for stimulating competitiveness, courage and tenacity in pursuing goals. However, it is necessary to avoid every trend that perverts the nature of sports by recourse to practices that can even damage the body, such as doping. As part of a coordinated, formative effort, Catholic directors, staff and workers must consider themselves expert guides for youth, helping each of them to develop their athletic potential without obscuring those human qualities and Christian virtues that make for a fully mature person” (Benedict XVI, L’ Osservatore Romano, “ Message to Cardinal Stanislaw Rylko, President of the Pontificial Council for the Laity, on occasion of the International Seminar of Study,” 2009).

While acknowledging that not all athletes share the same vision of the human person down to its last detail, the Church would like to offer her assistance in furthering a more profound and integral vision of the sporting phenomenon, in order to avoid the error of valuing this beautiful, but penultimate, reality as the ultimate end supreme activity of man. This service could help to reduce the temptation to use in appropriate ways («unfair play», corruption) or means(«doping») that contradict the very essence of the nature of sport.

Some might be surprised to find these words of the Holy Father regarding sport, as their first impression might be that of considering Pope Benedict XVI distant from the world of sport, especially if we consider his lack of participation in sport during his youth (Ratzinger, 1998).

However, as we have been able to see, already as the young Archbishop of Munich he dedicated himself to this theme with a philosophically profound reflection, pointing out the potentiality of sport for the integral development of the person on the individual level and its capacities on the national and global levels.

Cardinal Ratzinger – and also as Pope Benedict XVI – inserting sporting activity into a broader anthropological context, sought to bring these debate out of a dead end path of pure entertainment or sterile self-autonomy. I myself was surprised to find that the Holy Father, in the first two and a half years of his pontificate (2005-2008) touched upon the theme of sport in various ways no less than fifty occasions (Insegnamenti di Benedict XVI, 2005-2008).

Nor is it purely a coincidence that it is during the Pontificate of Benedict XVI, that a delegation of the Holy See participates in an Olympic Congress-that of Copenhagen last October 3-5, 2009, with a reflection on the theme of «Olympic values». For, as we recalled elsewhere, the Servant of God, John Paul II in the beginning of the year 2004, instituted the section “Church and sport” to insure a more direct and systematic attention to the vast world of sport on the part of the Holy See. And as we have seen from the above reflections, during the Pontificate of Pope Benedict XVI, the interest and concern of the Universal Church to the vast world of sport continues as it seeks to dialogue with the renowned sports institutions at the international level while fostering a renewal of pastoral work in and through sports at the level.

References

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Benedict XVI (2007). Greeting to participants in the third “Festadello sportive.” Insegnamenti III, 426.

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U.S. Sports Academy2016-04-01T09:10:26-05:00February 28th, 2013|Contemporary Sports Issues, Sports Exercise Science, Sports Management|Comments Off

The Impact of Service Quality of Public Sports Facilities on Citizens’ Satisfaction, Image, and Word-of-mouth Intention

Hee-Kwan Eun, Ph.D., and Jong-Ho Lee, Ph.D.

Abstract

The purpose of this study was to find the impact of the service quality of public sports facilities on citizen’s satisfaction, image, and word-of-mouth intention. To accomplish the purpose of this study, 354 citizens using a public skating rink were surveyed by means of the revised questionnaires from the prior studies (Hur, 1997; Jang & Bae, 2003; Kang et al., 2002; Lee & Shin, 2004). The content validity and reliability of the questionnaire were determined by conducting a pilot study. The reliability coefficient for the questionnaire was found to be α=.670-.786. The questionnaire utilizing a five-point Likert scale was employed to measure the degree of satisfaction, image, and word-of-mouth intention. The statistical methods in this study included frequency analysis, factors analysis, t-test, one-way ANOVA, and multiple regression analysis. For all the analyses, statistical significance was set at an alpha level of .05. The major findings obtained from this study were as follows: First, it was found that there was a significant difference in the perception of service quality of public sports facilities according to demographic characteristics, such as gender, marital status, educational level, age, occupation, and household income. Second, the operating service, event and program service and safety service had significant effects on citizen satisfaction. Third, the operating service, event and program service, safety service and use service had significant effects on their image. Finally, the results of this study also indicated that the operating service and safety service had significant effects on their word-of-mouth intention.

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U.S. Sports Academy2017-11-02T13:56:39-05:00February 7th, 2013|Contemporary Sports Issues, Sports Coaching, Sports Management|Comments Off

Static Stretching Versus Dynamic Warm Up: The Effect on Choice Reaction Time as Measured by the Makoto Arena II

Amber Magner, Kristi Chatham, Brandon Spradley, Sutthanuch Wiriyapinit, William Price, Thad Akins

ABSTRACT

Purpose: The purpose of the study was to determine whether a dynamic warm up or static stretching had a greater impact on choice reaction time. Methods: Nine recreationally trained subjects (5 males, 4 females) performed single-step choice reaction time trials using the Makoto Arena II testing device, following either a dynamic warm up or static stretching protocol chosen at random for all participants. The static stretching (SS) and dynamic warm up (DWU) protocols the subjects performed lasted ten minutes in duration and were preceded with baseline testing of a sit and reach and a single-step choice reaction time trial. Results: Results of a dependent t-test (p < .05) on sit and reach indicated a significant difference for both baseline to SS (p = .007) and baseline to DWU (p = .000), but not when compared to each other, SS to DWU (p = .246). Dependent t-test results for choice reaction time showed significance(p < .05) for all three categories: baseline to SS (p = .023), baseline to DWU (p = .003) and SS to DWU (p = .009). However, it should be noted that although both SS and the DWU resulted in significance, the greatest difference in the speed for the choice reaction time was found with the baseline to DWU. Conclusion: DWU had a greater impact on a single step choice reaction time and thus should be considered as an element to be incorporated into any athletic training program to enhance athletic achievement.

INTRODUCTION

Prior to working out, training, or any physical activity, athletes typically will warm up the body in preparation for the activity to follow. Throughout the past couple of decades, warm up routines have evolved as more and more scrutiny has been leveled at training modalities in the pursuit of physical excellence.The possibility of improved performance is sought in supplements, training regimens, nutrition, and even the rest periods. Within the past couple of decades multiple studies addressed the effects standard stretching routines have on performance (2-4, 6, 8-10, 11, 13, 14). Because of the continuous quest for improvement through research, stretching and warming up are now effectively considered different modalities and are not just semantically different. Statics stretching (SS) is the more traditional form of preparation for physical activity while dynamic warm up (DWU) is a progressive buildup of the same physical movements required in the exercise the individual will be participating in. Past research has shown that DWUs will have more impact on power production, flexibility, and agility of the muscles while SS reduces explosive muscular output (2-4, 6, 8-10, 11, 13, 14). The research has overwhelmingly demonstrated in physical activity requiring short bursts of power and speed as opposed to long sustained muscle recruitment, a DWU should be utilized to improve athletic performance for multiple individual and team sports (1, 2, 4-6, 8, 9, 11-14). Although DWU has been demonstrated to improve speed and power, very little research has been done to show a DWU has the same effect with reaction time, and no research has utilized a single step choice reaction format. Our intent was to determine if the superiority of DWU versus SS in power production would also hold true for choice reaction time; thus making it much more applicable for sport training purposes. Multiple sport activities require the athlete to react quickly to a stimuli and the speed of the reaction can make a difference in being successful or failing. Therefore any method to enhance the ability to quickly assess and react to the stimuli should be addressed by the coaches in their efforts for attaining peak performance; thus presenting the need for research to study actual choice reaction and not just reaction from a force plate. Therefore with the convincing literature regarding DWU and SS, our hypothesis was that the DWU would produce a quicker choice reaction time as opposed to a traditional SS procedure. Due to the lack of literature in the area of actual choice reaction time it became apparent a pilot study needed to be conducted in order to develop an adequate methodology to allow for future research.

METHODS

Subjects

Subjects were recruited from the United States Sports Academy staff and students. The study included nine subjects, five males and four females, ages ranging from 24-56 years old. Each participant was recreationally active and gave informed consent. The subjects participated in a variety of sport backgrounds including basketball, volleyball, track and field, swimming, badminton, tennis, weightlifting and bowling. The study was approved by an Institutional Review Board for human subjects.

Study Design

Participants arrived and were given consent forms to review and sign. The Makoto Arena II was turned on and allowed time to heat up. Directions for all testing protocols were then explained in detail. Using the Sit & Reach box (Novel Products, Rockton Illinois) to measure flexibility, students were instructed to sit down on the floor with shoes off and put the base of their feet against the box. A researcher put a hand just above the subject’s knees to ensure the knees stayed flat. Subjects put one hand on top of the other one and extended over the box as far as they could reach. Measurements were taken at the tip of the middle finger when the subject was able to hold the stretch. Baseline sit and reach testing was completed in a non-stretched state and recorded in centimeters (cm). Subjects were allowed to do a practice trial and then performed an additional trial as their baseline. The subjects were then instructed to put shoes back on and move over to the Makoto Arena II for demonstration and explanation. The Makoto Arena II uses audio and/or visual cues to test choice reaction time. For the purposes of testing reaction time, a lateral single-step procedure that utilized two of the three towers was employed. Each subject stood behind a line that was exactly equal distance between the two towers and 1.2 m from the edge of the device. Subjects positioned their body in an athletic stance in preparation for movement. The subjects were then given the direction to take one step laterally and hit the target as quickly as possible with the same hand as the direction of the step. The target height was 122 cm from the floor (7). Each subject was given a few practice trials to ensure directions were adequately explained. Then scores were recorded until the participant had completed two tests stepping to their right and two tests stepping to their left to account for true athletic movement. The Makoto Arena II has built in software that both calculates the reaction speed and randomly selects the tower used for each trial; therefore each test had a fifty-fifty chance of being to the left or the right of the subject. Due to the randomness of the trials we settled on recording two scores stepping right and two stepping left for a minimum of 4 trials to ensure an accurate average of reaction time. By utilizing this procedure, no two subjects were alike and each subject had an equal number of trials recorded. Once baseline scores for both the sit and reach and the choice reaction tests were recorded, subjects randomly chose which set of stretches they would perform first by drawing sticks labeled with a D (dynamic) or S (static). Stretching protocols were explained for static and dynamic stretches. The duration for each protocol was 10 minutes. Static stretches were held for 12 seconds, and the same stretch was duplicated on the opposite limb being stretched. SS and DWU protocols are found in Tables 1 and 2. Time was kept using a stopwatch by one of the testers. Each stretch was independent and each subject determined their own levels of discomfort and stretch limitations. DWUs were performed downstairs in a fitness room, approximately 90 seconds from the human performance lab, therefore not impacting the effects of the DWU on the sit and reach or choice reaction tests. Following the SS or DWU protocols, the subjects returned and performed the sit & reach test. Measurements were taken following each testing procedure of SS and DWU and recorded on the subject’s data sheet. Once all subjects’ results were written down, researchers then repeated the same lateral one step choice reaction time testing protocol for each subject, following the second protocol of either SS or DWU, which was done on a separate day.

Statistical Analyses

Baselines for both the reaction time protocols and the sit and reach were analyzed against the two tests of SS and DWU. A timed measurement of the lateral single-step choice reaction time within the Makoto Arena II device was completed following a ten minute session of the SS or DWU protocol. The mean, mean difference, and standard deviation were then calculated for each variable. Dependent t-tests were used to compare the baseline reaction times to both reaction times following the SS protocol and the DWU protocol. An alpha level of p < 0.05 was used to establish significance. Sit and reach data analysis followed the same procedures mentioned above.

RESULTS

The mean and mean differences were calculations done manually by a calculator and the significance (p < .05) was found through the use of IBMSPSS Statistics 19 software. The means for sit and reach testing are as follows: baseline: 27.1 cm, SS: 30.4 cm, DWU: 32.0 cm. The mean differences were baseline to SS: -3.28cm, baseline to DWU: -4.89cm, and SS to DWU: -1.61 cm. Results indicated a significant difference for both baseline to SS (p = .007)and baseline to DWU (p = .000), but not when compared to each other, SS to DWU(p = .246). The mean for the baseline reaction time was .872 s, the mean following the SS protocol was .833 s and the mean following the DWU protocol was .796 s. The difference in the means for reaction time was baseline to SS:.039 s, baseline to DWU: .077 s, and SS to DWU: .038 s. Choice reaction testing for all three categories showed significance (p < .05): baseline to SS (p =.023), baseline to DWU (p = .003), and SS to DWU (p = .009). However, it should be noted that although both SS and the DWU resulted in significance, the greatest difference in the speed for the choice reaction time was found with the baseline to DWU. All results can be found in Tables 3 and 4.

DISCUSSION

At least one study has shown no effect on muscle force production (11), while the majority of studies have shown that a bout of SS produces an inhibitory effect on the contractile force production of a muscle (4,10,11,13). The studies reaching these conclusions were applied to outputs of power such as sprinting and agility drills. From these studies, we hypothesized that the same physiological responses affiliated with SS and DWU would produce similar results in a single-step choice reaction time. We hypothesized that a static stretch prior to a choice reaction timed test would not affect reaction time, whereas a DWU prior to testing would result in a quicker reaction time. Our hypothesis regarding the DWU was supported; however, the static stretching also produced a quicker time compared to the baseline choice reaction time. Results taken from the sit and reach test also showed a significant improvement for both SS and the DWU. From our findings, since both the SS and DWU produced an increase in flexibility from a non-stretched to post stretching protocol, the theory of stretched muscle fibers inhibiting muscle contraction force and thus reaction time is not fully supported. To account for both the SS and DWU producing a faster choice reaction time, there must be some other form of physiological adaptation occurring. It is possible that the concept of postactivation potentiation (PAP), which is defined by Behm and colleagues (2004) as an increase in the efficiency of the muscle to produce submaximal force after a voluntary contraction (4) is the rationale for both protocols producing positive effects. It is possible that the duration of the SS protocol was not long enough to inhibit the force-producing cross bridges that may develop with lower frequency stimulation but enough of a stimulation to actually form a greater number of these cross bridges, which would then result in an ability to create more force similar to the DWU (4). Because the DWU had a greater effect on increasing the choice reaction time than the SS we can infer that a DWU as opposed to a simple static stretch routine for a typical warm up for sports participation would be of a greater benefit. However, a short duration of SS coupled with a DWU certainly would not inhibit performance. Although the results support our hypothesis because this was a pilot study with a diverse and limited number of participants it cannot be generalized. Further research with a larger participant pool of males and females; trained and untrained athletes of varying sports would need to be tested under similar conditions to reach conclusive evidence.

CONCLUSION

The same physiological factors a DWU produces for speed, namely greater force of the muscle contraction, is also prominent with choice reaction time. In this small pilot study a one-step choice reaction utilizes the same physiology of muscle force production as a sprint; the effects of a DWU are similar, resulting in a quicker choice reaction time when compared to a standard static stretch protocol. Therefore those professionals responsible for preparing athletes in sports requiring quick reactions might want to consider incorporating a DWU as part of the athlete or teams’ development and preparation. Since this study was so limited in participants we suggest future research test entire athletic teams of males and females in sports dependent on reaction times. These teams should range in ages and skill level from interscholastic to the professional levels. With this larger pool of participants this hypothesis would be tested adequately allowing for the results to be more generalized, till then it is simply a pilot study with too few participants to conclusively generalize the results.

APPLICATION TO SPORT

Athletes at all levels are trying to develop and gain an edge in their performance, with sports that require a quick explosive movement, a few tenths of a second can mean the difference in getting to the ball first, blocking an attempt at a goal, digging a spike; the difference between success and failure. Personnel responsible for preparing athletes whether it is the coach, the strength coach, or a trainer must be cognizant of how to best prepare for training or competition. The warm up has become a critical component of preparation for athletes and teams dependent on quick, explosive, and reactive movements. Unlike a static stretching protocol, DWU’s has been shown to enhance and better prepare athletes for performance by not stretching the muscles past the point where they can quickly recoil and exert their maximal force. The DWU incorporates an increase in body temperature as well as functional stretching of the muscles. This state of higher body temperature and a slightly stretched muscle has demonstrated better speed and agility times. Therefore, athletes and coaches responsible for their preparation should be utilizing a DWU as a part of their daily training protocol for better athletic performance.

REFERENCES

1. Aguilar, A. J., DiStefano, L. J., Brown, C. N., Herman, D. C., Guskiewicz, K. M., & Padua, D. A. (2012). A dynamic warm-up model increases quadriceps strength and hamstring flexibility. Journal of Strength and Conditioning Research, 26(4), 1130-1141.

2. Alpkaya, U., & Koceja, D. (2006). The effects of acute static stretching on reaction time and force. The Journal of Sports Medicine and Physical Fitness, 47(2), 147-150.

3. Amiri-Khorasani, M., Sahebozamani, M., Tabrizi, K., & Yusof, A.(2010). Acute effect of different stretching methods on illinois agility test in soccer players. The Journal of Strength and Conditioning Research,24(10), 2698-2704.

4. Behm, D., Bambury, A., Cahill, F., & Power, K. (2004). Effect of acute static stretching on force, balance, reaction time and movement time.Medicine and Science in Sports and Exercise, 36(8), 1397-1402.

5. Chaouachi, A., Castagna, C., Chtara, M., Brughelli, M., Turki, O., Galy,O., Chamari, K., & Behm, D. (2010). Effects of warm-ups involving static or dynamic stretching on agility, sprinting, and jumping performance in trained individuals. Journal of Strength and Conditioning Research, 24(8),2001-2011.

6. Gabrett, T., Sheppard, J., Pritchard-Peschek, K., Leveritt, M., &Aldred, M. (2008). Influence of closed skill and open skill warm-ups on the performance of speed, change of direction speed, vertical jump, and reactive agility in team sport athletes. The Journal of Strength and Conditioning Research, 22(5), 1413-1415.

7. Hoffman, J., Kang, J., Ratamess, N., Hoffman, M., Tranchina, C., &Faigenbaum, A. (2009). Examination of a pre-exercise, high energy supplement on exercise performance. Journal of the International Society of Sports Nutrition, 6(2)

8. Kistler, B., Walsh, M., Horn, T., & Cox, H. (2010). The acute effects of static stretching on the sprint performance of collegiate men in the 60- and 100-m dash after a dynamic warm up. The Journal of Strength and Conditioning Research, 24(9), 2280-2284.

9. Makaruk, H., Makaruk, B., & Kedra, S. (2008). Effects of warm-up stretching exercises on sprint performance. Physical Education and Sport, 52, 23-26.

10. McMillian, D. J., Moore, J. H., Hatler, B. S., & Taylor, D. C.(2006). Dynamic vs. static- stretching warm up: the effect on power and agility performance. Journal of Strength and Conditioning Research, 20(3), 492-499.

11. Perrier, E. T., Pavol, M. J., & Hoffman, M. A. (2011). The acute effects of warm-up including static or dynamic stretching on counter movement jump height, reaction time, and flexibility. Journal of Strength and Conditioning Research, 25(7), 1925-1931.

12. Roca, J. (1980). Effects of warming-up on reaction time and movement in the lower extremities. International Journal of Sport Psychology, 11(3), 165-171.

13. Sayers, A., Farley, R., Fuller, D., Jubenville, C., & Caputo, J.(2008). The effect of static stretching on phases of spring performance in elite soccer players. The Journal of Strength and Conditioning Research, 22(5), 1416-1421.

14. Yamaguchi, T., Ishii, K., Yamanaka, M., & Yasuda, K. (2007). Acute effects of dynamic stretching exercise on power output during concentric dynamic constant external resistance leg extension. The Journal of Strength and Conditioning Research, 21(4), 1238-1244.

TABLES AND FIGURES

Table 1

Static Stretches	Stretch Hold = 12 seconds	10 minutes
Standing was completed prior to moving onto seated stretches followed by the stomach
Standing Stretches	Sitting Stretches	Laying on Stomach
Double Leg hamstring & gluteus. Feet together, bend over at the waist keeping back straight	Double leg hamstring & gluteus stretch- seated keep back of knees on ground and bend at the waist forward reaching to touch toes	Quadriceps stretch- with right hand grasp the heel of right leg and pull to gluteus. Switch to left hand and left leg
Single Leg hamstring and gluteus – right leg over left leg & left leg over right leg, bend at the waist keeping back straight	Single leg hamstring & gluteus- bend right leg to the inside of left leg, leaving left leg straight in front, bend at waist forward to touch toes. Repeat procedure with left leg bent and right forward	Outer quadriceps stretch- with right hand grasp foot of left leg and pull to gluteus. Switch to left hand and right leg.
Legs spread wide- (right, left & center) Bend at the waist, keeping back straight not rounded.	Butterfly stretch- bend knees so that feet are sole to sole in front of body, place elbows on inside of both legs & press down gently
Quadriceps stretch- leg bent behind try to pull heel to gluteus. Right hand right leg, left hand left leg.	Legs spread out wide in front of body- bend at the waist trying to touch toes. Lean to the right, lean to the left and lastly forward or center
Outer quadriceps stretch- leg bent behind try to pull heel to gluteus. Right hand to left leg, left hand to right leg.	Butterfly stretch- bend knees so that feet are sole to sole in front of body, place elbows on inside of both legs & press down gently
Gastrocnemius stretch- standing with hands pressed against wall & lower body angled away from wall, both feet, then right foot, followed by left foot.	Gluteus stretch- in seated position with bent knee place right leg over the outstretched left leg. With both arms pull the bent knee to your chest, switch sides.

Table 2

Dynamic stretch/ warm ups
Enclosed room length of 44 feet
Order performed:
Jog	down & back 2x
Back pedal
Jog down	back pedal back
Skipping	down & back 2x
High knees	down & back 2x
Butt kicks	down & back
High knees down	butt kicks back
Skipping	down & back 2x
Carioca	down & back 2x (also known as grapevine)
Walking sumo squats	down & back
Defensive slides	down & back
Frankenstein walks	down & back
Heel walks/toe walks	down & back respectively – 2x
Wall assisted leg throws – facing wall	10 rt. leg
Wall assisted leg throws – side to wall	10 rt. leg
Frankenstein – keeping legs straight swing one at a time high up in front with your hands stretched out and chest high	10 rt. leg

Table 3

CHOICE REACTION TIME (Measured in seconds)
PAIRS	N	MEAN	MEAN DIFFERENCE	SD	P
Pair 1 Baseline	9	.872	.039	.090	.023
Static	9	.833		.079
Pair 2	9	.872	.077	.090	.003
Baseline	9	.796		.073
Dynamic
Pair 3	9	.833	.038	.079	.009
Static	9	.796		.073
vs. Dynamic

Table 4

SIT & REACH
SR= Sit and Reach
Measured in centimeters (cm)
PAIRS	N	MEAN	MEAN DIFFERENCE	SD	P
Pair 1	9	27.1	-3.28	7.69	.007
Baseline SR	9	30.4		7.77
Static SR
Pair 2	9	27.1	-4.89	7.69	.000
Baseline SR	9	32.0		5.94
Dynamic SR
Pair 3	9	30.4	-1.61	7.77	.246
Static SR vs.	9	32.0		5.94
Dynamic SR

U.S. Sports Academy2013-11-22T22:38:26-06:00December 21st, 2012|Sports Coaching, Sports Exercise Science|Comments Off

Effect of Acute Massage on Delayed-Onset Muscle Soreness

Shawn M. Drake, PT, PhD, Shane Keating, PT, ATC, Joseph Weir, PhD, FACSM, Malcolm T. Whitehead, PhD.

ABSTRACT

The purpose of this study was to investigate the effects of acute massage on delayed-onset muscle soreness. A total of 20 subjects (5 men and 15 women; mean age 24 ± 3 years; height 1.7 ± 0.1 m; weight 71 ± 1.4 kg) were randomly assigned to either a massage treatment (MAS, n = 8) or control (CON, n = 12) group. Following preliminary data collection, muscle soreness was induced to both groups using identical protocols. The MAS group received a 10 min massage immediately following the muscle soreness protocol where the CON group did not. Data collected included signals from electromyography (EMG), mechanomyography (MMG), perceived muscles soreness, muscle circumference, and muscle torque. Data were collected for each subject prior to and on days 1, 2, 3, and 7 following the intervention. Repeated measures analysis of variance was used to determine significant differences in the research variables between the groups with p ≤ 0.05. A significant interaction was noted in MMG frequency during isokinetic muscle actions but all other data showed no significant interactions. Based on these data massage may not be beneficial following exercise that induces delayed onset muscle soreness.

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U.S. Sports Academy2016-10-20T12:04:11-05:00December 18th, 2012|Sports Exercise Science|Comments Off

Evidence for a Curvilinear Relationship between Burnout and Years of Coaching Experience

Shelley H. Bradford, Steve F. Pugh, Robert J. Heitman, John E. Kovaleski, and Christopher M. Keshock. University of South Alabama, Mobile, Alabama.

ABSTRACT

The purpose of this study was to determine if the relationship between burnout, as measured by the Maslach Burnout Inventory (MBI), and years of coaching experience was curvilinear for male high school coaches. Hierarchical regression found a significant quadratic component for the MBI subscales of Emotional Exhaustion (p<.05) and Depersonalization (p<.05). No significant linear or quadratic relationships were found for the Personal Accomplishment subscale. These results suggest that two categories of burnout as measured by the MBI (Emotional Exhaustion and Depersonalization) do not increase in a linear fashion with coaching experience rather a curvilinear shape was found. Male high school coaches with fewer years of experience suffered more emotional exhaustion and depersonalization than those with more years of experience.

INTRODUCTION

Burnout has been studied across a variety of occupations including sport coaching. A commonly used operational definition of the construct of burnout is supplied by Maslach and colleagues (5)(11)(12)(13). They have identified the major components of burnout as emotional exhaustion, depersonalization, and personal accomplishment. Further, their work has provided not only a more fully developed conceptual framework of burnout, but a psychometrically sound instrument for the measurement of burnout, the Maslach Burnout Inventory(MBI).

Rationale

In order to avoid burnout in sport coaches it is important to determine which factors are associated with this undesirable phenomenon. Investigator shave studied numerous variables (e.g. gender, age, type sport, marital status, etc.) in order to determine if an association with burnout exists. Onedemographic variable which has been studied is years of coaching experience. Results of studies investigating the relationship between years of coaching and burnout have been equivocal. Investigations have found either no association or a significant, but low negative association between burnout and experience (1)(2)(8)(15). Several studies have found less experienced coaches, both male and female, to have higher perceived burnout than coaches with more experience (1)(4)(8)(10). Drake and Herbert (3) found, in a qualitative study of burnout among collegiate coaches, that the level of stress and burnout were high during early years of coaching, then, decreased with experience. These findings parallel those of Kelley and Gill (8) who found higher levels of burnout in less experienced collegiate coaches. To date, studies have only tested for linear associations between coaching experience and burnout. It is conceivable that experience is related to burnout in a curvilinear way. It may be that in the early stages of coaching burnout is high, but decreases or levels off with experience influencing the linear association. A larger amount of variation might be accounted for in the quadratic component of the regression of burnout on years of coaching experience. This study investigated the relationship of years of coaching experience and burnout, as measured by the three MBI subscales, and whether this relationship is curvilinear.

METHODS

Participants

The sample consisted of 205 male head varsity high school coaches from two states in the Southeastern United States who voluntarily completed the subscales and demographic information. The mean age of the participants was 42.9±9.76 with a range of 23 to 68 years. The number of years as a head varsity high school coach ranged from 1 to 37 years with a mean of 10.92±8.52 years. Each respondent was informed of the purpose and requirements of the study according to institutional guidelines and implied consent by completing the survey.

Instrumentation

The MBI Form Ed (14) developed for educators was used to measure burnout. The MBI is the most widely used instrument in the study of burnout for serving professions (12, 13). The MBI uses a liker t-type scale to measure the frequency of experienced feelings on the subscales of Emotional Exhaustion, Depersonalization, and Personal Accomplishment. Scores range from 0 (never) to 6 (everyday). The 9-item Emotional Exhaustion (EE) scale measures a person’s feeling of being emotionally exhausted by the work of their profession. The Depersonalization (DP) scale is a 5-item scale measuring the frequency of feelings of uncaring and impersonal attitudes toward those being served. The Personal Accomplishment scale (PA) is an 8-item scale describing feelings of accomplishment and satisfaction with ones job. In contrast to the EE and DP subscales, lower scores on the PA subscale correspond to higher degrees of burnout. The scores on each subscale are considered separately and are not combined into a single aggregate score. Validity and reliability of the instrument have been documented (12)(13). Permission to use the instrument was obtained from the publisher, Consulting Psychologist Press.

Statistical Analysis

The IBM PASW statistical Package (Version 18.0) was used for analyses. Linear and quadratic relations between Years of Experience and the three MBI subscales were each tested separately. Years of Experience scores were firs tmean centered and then squared to create the quadratic term. Using hierarchical regressions, the three MBI subscale scores were separately regressed onto the linear centered Years of Experience in step 1, in step 2 the quadratic centered Years of Experience was sequentially added (16). Alpha for all analyses was setat p<.05. Means and Standard Deviations are in Table 1.

Table 1

Means and Standard Deviations for the three MBI subscales

Subscale	M	(SD)
Emotional Exhaustion	21.55	11.94
Depersonalization	7.59	6.01
Personal Accomplishment	37.31	6.96

RESULTS

Sequential hierarchical regression examined whether the quadratic component of the relation between Years of Experience and Burnout explains more variance over and above the linear effect as measured by significance of R square change (7). For the EE subscale, when Years of Experience was regressed onto the EE subscale during step 1, there was a significant amount of variance explained, F(1,203)=7.266, p=.007, adjusted R2=.024. However,as indicated by the R2, only 2.4% of the variance in Emotional Exhaustion was explained by Years of Experience. When the Quadratic component for Years of Experience was added into the equation in step 2, there was a significant increase in the variance explained by the regression, R2change=.014, F change= F(1,203)=3.776, p=.053 and the linear Years of Experience was no longer significant, B=.190,t=.984, p=.326, with a significant quadratic component,B=-.374, t=-1.943, p=.053. The positive coefficient for the linear effect and negative coefficient for the quadratic effect suggests a gradually flattening convex shape of the curve (7). For the DP, when Years of Experience was regressed onto the DP subscale in step 1 there was significance, F(1,203)=7.858, p=.005, adjusted R2=.026 explaining 2.6% of the variance. When the quadratic component for Years of Experience was entered during step 2, there was a significant increase in the variance explained, R2 change=.018, F change=F(1.203)=4.795, p=.029 and, as with EE, the linear effect of Years of Experience from step 1 was no longer significantB=.227, t=1.18, p=.238 while the quadratic component entered on step 2 was significant, B=-.421, t=-2.190,p=.029. These results also suggest a convex curvilinear function. For PA, no significant regression coefficients were found for the linear effect entered on step 1, F(1,203)=1.031, p=.311 or the quadratic component entered on step 2, F change=F(1,203)=.202, p=.654. This result infers no relationship between feelings of Personal accomplishment,as measured by the MBI, and how many years someone has been coaching.

DISCUSSION

Coaching is considered by many to be a stressful occupation. Burnout is a result of constant stressors over prolonged periods of time (9). In order to avoid burnout, it is necessary to identify the stressors that most influence the phenomenon. Once identified, appropriate measures can be taken in order to alleviate the problem. One demographic variable that has been studied is the relationship between the years someone has been coaching and the degree of burnout. Results of studies that have used coaching experience as a variable to explain burnout have found conflicting results. We postulate that one of the reasons for contradictory findings is the possibility of a curvilinear relationship between burnout and years of coaching experience. Our results partially support the hypothesis that the relationship between burnout, as measured by the three MBI scales, and coaching experience is curvilinear. Significant quadratic components were found for Emotional Exhaustion, and Depersonalization, but no significant findings were found for Personal Accomplishment. The significant findings do support the notion put forth by several authors (4)(8)(10) that burnout is more prevalent in less experienced coaches compared to more experienced coaches at least as far as Emotional Exhaustion and Depersonalization are concerned. Our findings are also consistent with the findings of Caccese and Mayerberg (1) and Kelly and Gill(8) who found that the pattern of means across age and experience levels does not clearly suggest a linear increase in burnout as a function of time. However, one limitation of this study is that posed by Weinberg and Gould (17). It may be that coaches who experienced high levels of stress are no longer coaching with only those who possess adequate coping skills remaining in the profession and available for investigation. Future investigations may want to include former coaches who are still teaching but left the coaching profession.

Conclusion

These results suggest that two categories of burnout as measured by the Maslach Burnout Inventory (Emotional Exhaustion and Depersonalization) do not increase in a linear fashion with experience. After early increases in Emotional Exhaustion and Depersonalization scores, a point is reached where the scores tend to decrease or level off as Years of Experience continues to increase. No association was found for Personal Accomplishment. These results are interpreted to mean less experienced high school coaches have more emotional exhaustion and depersonalization than more experienced coaches.

Application in Sport

The results underline a significant curvilinear function between years of experience and level of burnout experienced by male high school varsity coaches. High school administrative personnel (e.g. principals, athletic directors, superintendents) may consider implementing mentoring programs for inexperienced coaches that address topics such as job responsibilities, administrative tasks (e.g. fundraising, scheduling, contest contracts, etc.)and stress management. Research on burnout in coaching has identified three major areas of stressors. One, demographic variables (e.g., gender, marital status, age, etc.), two, support variables (e.g., administrative support, work overload, role clarification, etc.) and three, personal variables (e.g.,leadership styles, trait anxiety, etc.) (9)(16). Preventative measures that address coping with these types of stressors may help reduce the level of burnout experienced by male varsity high school coaches. Burnout has a number of consequences that negatively influence not only the coach, but the athletes also. Future studies may want to investigate the influence of variables such as gender, coaching status, and personality traits on this curvilinear function.

References

1. Caccese, T.M., & Mayerberg, C.K. (1984). Gender differences in perceived burnout of college coaches. Journal of Sport Psychology, 6,279-288.

2. Dale, J., & Weinberg, R.S. (1990). Burnout in sport: A review and critique. Journal of Applied Sport Psychology, 2, 67-83.

3. Drake, D., & Herbert, E.P. (2002). Perceptions of occupational stress and strategies for avoiding burnout: Case studies of two female teacher-coaches. The Physical Educator, 59(4), 170-176.

4. Goodger, K., Gorely, T., Lavallee, D., & Harwood, C. (2007). Burnout in sport: A systematic review. The Sport Psychologist, 9(2), 127-151.

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U.S. Sports Academy2013-11-22T22:39:45-06:00November 29th, 2012|Contemporary Sports Issues, Sports Coaching, Sports Management|Comments Off