Effects Music Has on Lap Pace, Heart Rate and Perceived Exertion Rate During a 20-Minute Self-Paced Run

Abstract

The general problem of this study was to determine the effect, if any, that music had on heart rate, lap pace, and perceived exertion rate (RPE) during a 20-min self-paced run completed by a group of trained participants and a group of untrained participants. The participating subjects, all males, attended a college with an enrollment of 1,200. There were 12 participants, ranging in age from 18 to 23 years. They comprised two experimental groups. Experimental Group A consisted of 6 subjects who were considered untrained individuals, because they did not partake in exercise, or only in very limited exercise. Experimental Group B consisted of 6 subjects who were considered trained individuals, because they were in the habit of running more than three times a week to reach or exceed a target heart rate. The 12 subjects signed an informed consent form before participating in the study. No pre- or post-test capable of affecting the rate at which subjects completed the 20-min run was taken. The data were collected, condensed, and analyzed to measure performance differences when running to music and running without music. Analysis of the collected data employed Microsoft Excel as well as the t-test for the two samples’ means. Findings were that music had a noticeable effect on the pace demonstrated by both groups when running. Differences in heart rate and perceived exertion were found only in the untrained group, which may be due to source of error problems. Further research is recommended involving various styles of music and forms of athletic performance other than running.

(more…)

2016-10-12T13:12:50-05:00February 14th, 2008|Sports Coaching, Sports Exercise Science, Sports Studies and Sports Psychology|Comments Off on Effects Music Has on Lap Pace, Heart Rate and Perceived Exertion Rate During a 20-Minute Self-Paced Run

Drug Use by College Athletes: Is Random Testing an Effective Deterrent?

Abstract

Incidence
of anabolic steroid use among college athletes is about 1%,
with another 12% considered at-risk in that they would use
such drugs under the right circumstances. This study aimed
to determine if volunteer drug testing, without fear of penalty,
would result in positive identification of drug use, or if
the testing alone is a deterrent. A group of 197 college athletes,
all of who denied drug use, voluntarily and anonymously supplied
urine samples. Average T/E ratio was 1.33 ± 0.86, with
two cases (1.1%) above the accepted ratio. We conclude that
T/E ratio testing is effective in detecting use of performance-enhancing
drugs and that testing itself, although an effective deterrent
to drug use, may not eliminate drug use among college athletes.

Introduction

Athletes
have used performance-enhancing drugs for decades. In 1968
the International Olympic Committee (IOC) banned the use of
performance-enhancing substances to promote fair play in competition.
At that time the banned substances were primarily anabolic
steroids and amphetamines. Other athletic associations and
sport governing bodies soon followed suit by adopting similar
bans, including the National Collegiate Athletic Association
(NCAA) which adopted a drug-testing program to promote fair
and equitable competition and to safeguard the health and
safety of student-athletes. Since then the specified number
of banned substances has risen dramatically as athletes are
driven to finding new ways to obtain a competitive edge and/or
to avoid detection. Currently the NCAA promotes drug education
and mandates that each athletic department conduct a drug
and alcohol education program once a semester, presumably
to increase the athletes’ understanding of the drug-testing
program and to promote the avoidance of drug use.

Despite
these regulations, the incidence of anabolic steroid use among
athletes has not decreased, and, in some instances, has increased
(Catlin & Murray, 1996). In general, the decision to not
use drugs is felt to be related more to the fear of reprisal
than to health issues, and users continue to look for ways
to avoid detection rather than decide not to use these banned
substances. Tricker and Connolly (1997) reported an 8% rate
of anabolic steroid use in college athletes over a lifetime
and a 1% use within the past six months. In addition they
identified about 12% at-risk athletes, i.e., they would use
steroids under the right circumstances. Those circumstances
were largely defined as the ability to achieve their athletic
potential without testing positive for use.

The
purpose of this study was to examine T/E ratios in a group
of college athletes who volunteered for testing under the
conditions of anonymity and therefore had no fear of reprisal.
The T/E ratio was chosen because of its low false-positive
rate (0.1%). We aimed to determine if the anticipated results
of no positive test results would occur, or if there might
be any positive test results with the threat of reprisal removed.

Method

Subjects

A
group of 206 male varsity or junior varsity NCAA Division
I college athletes identified themselves as not currently
taking nutritional supplements or performance-enhancing drugs
and volunteered to provide a urine sample for testing. Because
the testing was done anonymously, there was no fear of reprisal
from submitting to the testing. Nine samples were contaminated
during processing and were eliminated, leaving a study group
of 197 college athletes, all of whom would presumably have
negative test results.

Testing
Procedure

Urinary
specimens were examined for the ratio of testosterone (T)
to epitestosterone (E). The accepted standard for identifying
anabolic steroid use was used with a T/E ratio above 6:1 as
a positive indication of doping (Catlin et al.,1996; International
Olympic Committee, 1982). All urine specimens were run on
HP 599SC gas chromatography – mass spectrometry (Hewlett Packard
Company, Avondale, Pennsylvania) using standard testing procedures
(Borts & Bowers, 2000; Dehennin, 1994; Ismail & Harkness,
1966; van de Kerkhof, De Boer, Thijssen, & Maes, 2000).
Because there is a small incidence of false positive results,
it is recommended that additional testing be done on those
whose T/E ratios exceed 6:1 before legal action is considered
(Dehennin & Scholler, 1990). However, in this study, no
additional testing was done as the athlete could not be identified
and there would be no punitive action. It is also known that
there are athletes who use exogenous testosterone, yet their
T/E ratio never exceeds 6:1 (Garle, Ocka, Palonek, & Bjorkhem,
1996).

Results

The
average testosterone/epitestosterone (T/E) ratio was 1.33:1
± 0.86 (mean ± standard deviation). Two of the
197 (1.1%) athletes tested had T/E ratios greater than the
accepted international standard (12:1 and 9:1) and, thus,
had positive test results. Thus, the specificity of the T/E
testing in this study group was 195/197 (98%) as all subjects
were presumably drug-free.

Discussion

Our
data confirms that the T/E ratio testing is at least 98% accurate,
depending upon the true drug status of the two individuals
who had abnormal T/E ratios in this study. The two specimens
with ratios higher than the accepted norm were not verified
with further testing, and, therefore, it is not know whether
these two cases represented true or false positives. If we
assume that those two athletes were, in fact, taking performance
enhancing drugs, the accuracy, sensitivity, specificity, of
the T/E ratio testing becomes 100%.

The
fact that two athletes tested positive under the study conditions
is interesting. Although only those who professed that they
did not use any performance-enhancing drugs were recruited
for the study, perhaps those two athletes thought they might
draw attention by their lack of participation and possibly
be singled out for sanctioned testing in the future if they
chose not to participate. Since there was no fear of personal
identification or of reprisal for positive test results, they
may have felt participation was risk-free regardless, or they
simply may have felt that they could beat the system or wanted
to test the system to see if they might go undetected.

Confirmation
or refutation in the two positive cases was not pursued. However
it is felt that most likely these were true positives. The
reasons for this assumption are based on known percentages
of drug use among college athletes and previous reports of
the incidence of false positive results on initial testing.
Tricker and Connolly (1997) reported a 1% use of anabolic
steroids within the past six months in their survey of 563
college athletes. Catlin and Murray (1996) reported a similar
percentage in Olympic athletes over a nine-year period and,
over a three-year period in NCAA football players, the average
was also approximately 1%. On the other hand, Dehennin and
Scholler (1990) reported the incidence of false positives
at 15 per 10,000 (0.15%). The two positive results in this
group of 197 college athletes represented 1.1% of the study
group, and this percentage would be consistent with the anticipated
number of positive results in a random sample of male college
athletes.

The
more important issue is that the use of anabolic steroids
among athletes, although not increasing, has not diminished
under the current testing programs. Even in this study, where
volunteer athletes were recruited to participate only if they
were non-users, positive test results occurred. This is not
to say that the testing programs are ineffective, but they
are not entirely effective in acting as a deterrent to drug
use. The fear of testing positive and risking disqualification
or sanction clearly deters a certain percentage of athletes
considered at risk for drug use, but others continue to use
drugs and either hope to or try to beat the system. Testing
programs vary among sports governing agencies. At the 1996
Olympics Games in Atlanta, approximately 18% of athletes were
tested after their events including all medallists and one
or two others at random (Catlin and Murray, 1996). Random
testing leaves a chance for an athlete to avoid detection,
yet testing of all athletes one or more times during a season
is cost-prohibitive. In addition, those motivated to gain
a competitive edge, legal or otherwise, will seek novel ways
to avoid detection, including taking masking substances.

Drug
use is a serious concern, not only for the concepts of integrity
and fair play in competitive sports, but because of the health
threats to the athletes. Certainly drug testing programs should
continue with increasing numbers of athletes being tested
and increasing penalties for detection, since these are most
likely means of deterrence. Drug education programs must also
continue in a further attempt to curtail the use of illegal
performance-enhancing drugs by empowering the young athlete
with the information and skills to make responsible and healthy
decisions.

Conclusion

Drug
testing programs are designed to promote fair play and deter
drug use among athletes. Under conditions of anonymity a group
of professed non-user athletes volunteered for drug testing.
Two positive results were identified indicating the importance
of continued testing and need for further testing and education,
as testing alone is not a sufficient deterrent to eliminate
drug use among college athletes.

Acknowledgement

This
study was supported by a student institutional grant by and
performed at Brigham Young University in Provo, Utah.
References

  1. Borts, D. J., & Bowers, L. D. (2000). Direct measurement
    of urinary testosterone and epitestosterone conjugates using
    high-performance liquid chromatography/tandem mass spectrometry.
    Journal of Mass Spectrometry, 35, 50-61.
  2. Catlin, D. H., Cowan. D.A., De la Torre. R., Donike, M.,
    Fraisse, D., Oftebro H., Hatton, C.K., Starcevic, B., Becchi,
    M., de la Torre, X., Norli, H., Geyer, H., & Walker,
    C.J. (1996). Urinary testosterone (T) to epitestosterone
    (E) ratios by GC/MS. I. Initial comparison of uncorrected
    T/E in six international laboratories. Journal of Mass Spectrometry,
    31, 297-402.
  3. Catlin, D. H., & Murray, T. H. (1996). Performance-enhancing
    drugs, fair competition, and Olympic sport. Journal of the
    American Medical Association, 276, 231-237.
  4. Dehennin, L. (1994). On the origin of physiologically high
    ratios of urinary testosterone to epitestosterone: consequences
    for reliable detection of testosterone administration by
    male athletes. Journal of Endocrinology, 142, 353-360.
  5. Dehennin, L., & Scholler, R. (1990) Detection of self-administration
    of testosterone as an anabolic by determination of the ratio
    of urinary testosterone to urinary epitestosterone in adolescents.
    Pathologie Biologie (Paris), 38, 920-922.
  6. Garle, M., Ocka, R., Palonek, E., & Bjorkhem, I. (1996).
    Increased urinary testosterone/epitestosterone ratios found
    in Swedish athletes in connection with a national control
    program. Evaluation of 28 cases. Journal of Chromatography
    B Biomedical Applications, 687, 55-59.
  7. International Olympic Committee. (1982). International Olympic
    Committee Definition of Doping and List of Doping Classes
    and Methods. Lausanne, Switzerland.
  8. Ismail, A. A., & Harkness, R.A. (1966). A method for
    the estimation of urinary testosterone. Biochemistry Journal,
    99, 717-725.
  9. Tricker, R., & Connolly, D. (1997). Drugs and the college
    athlete: An analysis of the attitudes of student athletes
    at risk. Journal of Drug Education, 27,105-119.
  10. van de Kerkhof, D.H., de Boer, D., Thijssen, J. H., &
    Maes, R. (2000). Evaluation of testosterone/epitestosterone
    ratio influential factors as determined in doping analysis.
    Journal of Analytical Toxicology, 24,102-115.

Russell
Meldrum, MD, and
Judy R. Feinberg, PhD
Indiana University
School of Medicine
Department of Orthopedic Surgery
541 Clinical Drive
Suite 600
Indianapolis, IN 46202-5111
Phone: 317-274-8318
Fax: 317-274-3702
Email: rmeldrum@iupui.edu

2013-11-26T21:45:07-06:00February 14th, 2008|Contemporary Sports Issues, Sports Management, Sports Studies and Sports Psychology|Comments Off on Drug Use by College Athletes: Is Random Testing an Effective Deterrent?

A Strength Training Program of “Ya-Tung” Women’s Basketball Team of Taiwan

Rebounding, jumping, shooting, and playing defense require a decent level of strength and power. A basketball player in great condition should demonstrate the endurance to run tirelessly on the court and should possess the strength to engage in the physical battles beneath the basket. There is no doubt that strength training plays an important part in building up the power to meet demands on the court (Fulton, 1992). College basketball has emphasized strength training to a great degree because it increases overall strength, flexibility, and lean body mass (Fulton, 1992). The implementation of strength training in order to increase vertical jumping ability, thereby enhancing overall sport performance, appears well founded (Renfro, 1996). This explains why college coaches prefer their players to stay involved in strength training even under the restrictive practice schedule of the NCAA.

In Taiwan, however, coaches of women’s basketball teams did not traditionally support the idea of strength training. They distrusted it (as some American coaches do, too), viewing it as a threat to players’ flexibility, athleticism, and shooting touch (Mannie & Vorkapich, 2000). Taiwanese coaches want their players to be quick and strong, but without strength training. Can such an objective be achieved?

Working since last March with the coaches of Taipei’s national women’s basketball team, the researchers observed an interesting fact. Female players with team Cathay, the perennial Taiwanese champion, were generally stronger and more “physical” than other players. The Cathay team was the only Taiwanese women’s team with a strength-training routine, so the researchers decided to study strength training in basketball more closely, designing for a rival Taiwan team called Yatung a lifting program reflecting sound basic strength-training principles.

Strength Training and Basketball

Groves and Gayle (1989) surveyed the top 100 men’s college basketball teams using data from a USA Today poll, and found that 98% of these schools had a pre-season weight-training program. In-season weight training was employed by 75% of the programs; 88% used off-season weight training for team members, and 64% used summer weight training. Analysis of variance (ANOVA) showed that a school with in-season weight training was likely to rank higher than a school without it. While the correlation does not indicate that strength training leads to wins, but does help explain, perhaps, why 87% of coaches and athletic directors endorse strength training for their teams.

Grove and Gayle also studied physiological change in 8 college players who engaged in a year-round training program (1993). Several findings resulted from repeated ANOVA testing. First, the players experienced a decrease in the proportion of body fat. Second, lean body mass was significantly increased, although body weight did not vary much over the course of the year. Finally, players on average experienced improvement of some 27.5 lb in the bench press but did not improve significantly in terms of the height of their vertical jumps. Fulton (1992) conducted research on the combined effects of strength training and plyometrics training. In contrast to Grove and Gayle’s findings (1993), a player in Fulton’s study on average improved vertical jumps by 4.5 in following 18 weeks of training; an average player furthermore added 45 lb to his bench press performance and experienced improvement of 4% on the I-test (a test of speed and agility).

There is no data to support concerns that strength training is detrimental to shooting in basketball. Shoenfelt (1991) tested the effect of an 8-week strength-training program on the accuracy of free throws, studying 14 female collegiate players divided into two groups. Every other day, one group engaged in weight training and the other in aerobic exercise. Results showed that the immediate effect of weight training was no more detrimental (or beneficial) to free throw accuracy than the immediate effect of aerobic exercise. Kerbs (2000) studied an entire women’s basketball team, measuring free throw and speed spot shooting accuracy 8 hours after a morning weight-lifting routine. According to the study results, accuracy did not differ significantly between days when the weight-lifting routine was followed and days when it was not followed. The results, then, indicated that these players could continue with a regular lifting program on game-day mornings without losing shooting accuracy.

The results of these studies indicate that basketball players experience more advantages than disadvantages from strength training, even on game days. The conclusion reached is that strength training for basketball players is beneficial to their overall development as athletes.

A typical strength-training program for women collegiate basketball players resembles one for men’s team players (Owens, 1998). General exercises (such as the squat and the split-squat) are often used to strengthen the muscles involved in jumping and running (Renfro, 1996). Certain upper-body exercises focusing on strength, flexibility, and coordination have been examined for their effects on rebounding (Stilger & Meador, 1999). In general, a strength-training program’s goal is to increase players’ power, not just size. Sessions should be designed to prevent muscle accommodation—and boredom; they should also take into account the individual player’s particular weaknesses (Owens, 1998). Hitchcock (1988) proposed that four criteria of importance in devising a strength-training program for women basketball players: specified goals, work assigned based on performance, an equal workload, and communication with the players.

Wilmore and Costill (1994) offered a prescription for basic strength training for basketball players based on four factors: mode, frequency, duration, and intensity; the concept is illustrated in Table 1. The present researchers devised a strength-training prescription for Taiwan’s Yatung women’s basketball team that similarly incorporated the mode, frequency, duration, and intensity factors (see Table 2).

Table 1

General strength-training prescription for basketball players

Factors Emphases References
Mode use of major muscle groups: leg, hip, back,

abdomen, chest, shoulder, upper arms*

____________________________________

major exercises: bench press, lat-pull, inclined/declined dumbbell press, squat, abdominal curl, leg curl/extension, good morning exercise, power cleans, hang cleans, upright and T-bar row*

____________________________________

*Olympic-style lifts preferred

 

Mannie & Vorkapich, 2000

 

________________________

Davies, 1993; Earles, 1989; Fulton, 1992; Johnson, 1989; Mannie & Vorkapich, 2000; Renfro, 1996; Zucker, 1989

 

_______________________

Owens, 1998

 

Fre-quency 3–4 times (sessions) per week, on alternate days*

 

 

____________________________________

*in season, 5 times weekly with shorter sessions

 

Earles, 1989; Fulton, 1992; Johnson, 1989; Mannie & Vorkapich, 2000; Zucker, 1989

________________________

Owens, 1998

Duration training period divided into “seasons,” each lasting about 8–10 weeks; pre-season may be as brief as 6 weeks*

 

____________________________________

each session is 1.25 hr – 1.5 hr ; 3 sessions per week*

____________________________________

30–45 min per session; 4 or more sessions per week*

____________________________________

*no more than 4 hours per week

Fulton, 1992; Groves & Gayle, 1993; Johnson, 1989; Owens, 1998; Shoenfelt, 1991; Zucker, 1989

________________________

Fulton, 1992; Mannie & Vorkapich, 2000

________________________

Owens, 1998

 

________________________

Hitchcock, 1988; Zucker, 1989

Intensity in general, 3 sets of each exercise including 3–12 repetitions per set*

 

____________________________________

off-season for hypertrophy and endurance—60–75% 1 RM; early season for strength—70-85% 1 RM; in season for maximum strength—3–5 RM, or >90% 1 RM*

____________________________________

*Variation within a week, e.g., Monday 8–12 RM, Wednesday 6–8 RM, & Friday 3–5 RM

Earles, 1989; Fulton, 1992; Owens, 1998; Mannie & Vorkapich, 2000

________________________

Davies, 1993; Earles, 1989; Fulton, 1992

 

 

________________________

Earles, 1989; Johnson, 1989; Owens, 1998; Zucker, 1989

 

 

 

 

Table 2

Experimental strength-training prescription for Yatung players

Period Exercise Intensity Sets/Reps Frequency

off-season,

April—July

bench press, shoulder press, knee extension, knee curl, squats, front/ side lunge, power cleans, bicep curl, good morning exercise, situps 70–75%> 1 RM 3 x 8–12;

3 x 25–30 for situps

Monday

Wednesday

Friday

Saturday

pre-season,

August—September

bench press, shoulder press, knee extension, knee curl, squats, front/ side lunge, power cleans, bicep curl, good morning exercise, situps 80–90%> 1 RM 3 x 5–8;

3 x 30–40 for situps

Monday

Wednesday

Friday

in season,

October—November

bench press, shoulder press, knee extension, knee curl, squats, front/ side lunge, power cleans, bicep curl, good morning exercise, situps 85–95%> 1 RM 3 x 2–3;

3 x 35–50 for situps

2–3 times/week; NOT on game days

 

Discussion

Since the late 1970s strength training has become popular among college basketball teams worldwide; however, strength training is just now emerging among Taiwan’s basketball players. The present researchers suggest to coaches and sport administrators that, in order to benefit the players, they

  1. work to educate Taiwanese coaches about the uses of strength training, putting to rest any misconceptions
  2. promote proper strength-training methods, for example introducing them in secondary schools and the high school basketball league
  3. support additional research examining physiological and psychological effects of strength training on elite Taiwanese players

References

 

Davies. (1993). Strength training for basketball at Maclay High School. Journal of Strength and Conditioning. 15(2), 37.

Earles, J. (1989). Implementing an in-season JV strength program for female athletes. Journal of Strength and Conditioning. 11(3), 32–34.

Fulton, K. T. (1992). Off-season strength training for basketball. Journal of Strength and Conditioning. 14(1), 31–44.

Groves, B. R., & Gayle, R. C. (1993). Physiological changes in male basketball players in year-round strength training. Journal of Strength and Conditioning Research. 7(1), 30–33.

Groves, B. R., & Gayle, R. C. (1989). Strength training and team success in NCAA men’s Division-I basketball. Journal of Strength and Conditioning. 11(6), 26–28.

Hitchcock, W. (1988). Individualized strength and conditioning program for women’s basketball. Journal of Strength and Conditioning. 10(5), 28–30.

Johnson, A. (1989). West Virginia University preseason basketball conditioning program. Journal of Strength and Conditioning. 11(1), 43–46.

Kerbs, B. (2000). Effects of same-day strength training on shooting skills of female collegiate basketball players. Microfilm Publication. Eugene, OR: University of Oregon.

Mannie, K., & Vorkapich, M. (2000). Off-season and preseason strength conditioning for basketball. Scholastic Coach and Athletic Director. 70(3), 6–11.

Owen, J. (1998). Strength training for basketball: Building post players. Journal of Strength and Conditioning. lang=FR>20 lang=FR>(1), 16–21.

Renfro, J. G. (1996). Basketball specific squats. Journal of Strength and Conditioning.18(6), 29–30.

Shoenfelt, E. L. (1991). Immediate effect of weight training as compared to aerobic exercise on free throw shooting in collegiate basketball players. Perceptual and Motor Skills. 73(2), 367–370.

Stilger, V., & Meador, R. (1999). Strength exercises: An upper body proprioceptive neuromuscular facilitation rebounding exercise. Journal of Strength and Conditioning. 21(6), 29–31.

Zucker, A. (1989). Men’s basketball off-season Phase I strength program. Journal of Strength and Conditioning. 10(6), 39–40.

Author Note

Dr. Richard C. Bell is the chair of sport management at the United States Sports Academy. Steven Chen is a doctoral candidate at the United States Sports Academy.

2015-10-22T23:42:41-05:00February 14th, 2008|Sports Exercise Science, Sports Studies and Sports Psychology, Women and Sports|Comments Off on A Strength Training Program of “Ya-Tung” Women’s Basketball Team of Taiwan

Information Technology for Sports Management

Introduction

This article will address the topic of information technology for sports management and will attempt to provide an overview of how information technology (called IT) is changing the nature of management practices in sport. The discussion of IT applications in the profession can be done in a few broad areas:

1st How the tools of today’s “technological revolution” can be applied to the administration of sport.

2nd How developments such as the Internet and world wide web help in specific management functions such as training and marketing

3rd How e-commerce can make participation in sports more available through lower priced equipment and lastly,

4th The digital divide: and underlying condition that keeps some from participating fully in the benefits in the IT revolution.

The Technological Revolution

We are living in the midst of one of those very unusual occurrences that come along once every few generations: a society wide paradigm shift. The close of the last millennium has seen a fundamental change that is moving society the age of industry to the age of information. The currency in this new society that is being formed is information and the medium of exchange is called IT (and sometimes computer technology – CT). IT is simply the tools and methods used for the identification, organization and manipulation of facts that we call data. IT has become the engine that is driving all sectors of today’s economy be it industry, government, education or indeed, sports.

The most important piece of equipment that lies at the heart of the whole IT process is the computer. The computer and the software that it runs is an essential element in the new societal paradigm and it is a key to success for the modern sports manager. It is THE piece of equipment that allows the sports administrator to maximize the return on scarce resources whether this is people, facilities and equipment or finances. In turn, it is also perhaps the single most important tool to the sports administrator to extend the reach of sport and recreational programming to as many potential participants as possible.

Just as money has been the currency and a source of power in the old paradigm, information is the currency and a source of power in the new paradigm. No where is the old saying “that knowledge is power” more true than in a society where information or data is the force that drives the new economy. The secret to managing knowledge and information is in the development and maintenance of computer databases.

A database is nothing more than an organized collection of common records that can be searched, accessed and modified. Database software is very widespread as most standard office computer software packages will typically have a simple database program in addition to word processing, spreadsheet and presentation applications.

There is, however, a far more powerful and useful kind of database for sport managers than the one that comes in the standard software suite: the relational database. A relational database is a data management system that stores information in a series of tables consisting of rows and columns of data. When the operator conducts a search, a relational database allows the individual to match data from one table with data from a second to produce a third table or a report.

An illustrative example is that of an individual charged with overseeing a complex sports competition, the details of which have been entered into a relational database. The time for a scheduled event can be pulled from one table, a roster that has the names of qualified referees who can officiate the event from another table, their availability from a third table resulting in a report that lists all of the personnel who can undertake the officiating task at the appointed place at the appointed time. This task which could take hours of manual manipulation from paper records can be done in a fraction of the time from digital records. Similar event management software can assist the sports manager with a myriad of other tasks associated with the competition ranging from facility scheduling, equipment set up and knock-down, or even ordering soft drinks for the concession stand.

From the foregoing the value of using IT tools can be readily seen for the organization of a competition. These tools are even more important for the day-to-day operation of the sport organization as can be seen by the kinds of sport program information that can be contained within these databases:

First are athlete specific information such as team rosters that include biographic information including name, sex, age, contact information and even clothing sizes for team uniforms. The same database may also contain details on medical conditions, performance history, or other participation characteristics of the athletes.

Another common use is the development of rosters of program support personnel such as officials, timekeepers, drivers, or medical staff. Aside from details such as their addresses, a database of this type might also contain information about availability and reliability. For example, do they actually show up when they volunteer?

Money is always an issue for today’s sport management professional. Databases are particularly useful for tracking donors or potential donors whether and they contribute money or in-kind services. In addition to the expected biographic information will be other keys to successful fund rasing such as the source of their motivation or affiliation and the frequency with which they give.

Databases are also essential for other types of administrative information. Examples include accounting and business records, employee files, equipment inventories or facility maintenance records. The organizational marketing information system (MIS) is also typically a database program in which are tracked information such as season ticket sales, gate receipts or merchandising sales. It is particularly useful if different software applications interface with each other seamlessly which is to say, “do the programs talk to each other?” Can, for example, the data entered in the MIS resulting from ticket sales be imported directly to the accounting program?

To be effective, databases can and should be regularly updated to record changes. Bear in mind that the passage of time presents a more comprehensive picture of most activities and the ability to record change and make sense of it is essential for long term survival. Further, there is nothing so constant as change, particularly in sports organizations, and a well thought out and maintained database is a great way to develop and maintain an “institutional memory”; a record of those changes and the impact they have had on the organization.

As great as databases are for effective sport program management, the real power of information technology comes when individual computers are tied together through the medium of a network. This is truly a case where there are synergies created as in 2 + 2 = 6. A computer network simply is the hardware and software required to connect two or more machines together so to allow the sharing of data and other resources. Most larger enterprises, use computer networks to link together their operatives in a common computing environment. All of the permeations and configurations available to the sports administrator are clearly beyond the scope of this presentation except to note that the most common configuration of these kinds of networks are of the client – server variety. This type of network is has a main server that houses most of the information and database files. The individual operatives access the server through their desktop terminals or workstations which are called clients.

Aside from sharing data, a network can share other resources as well. For example, a network can have any number of computers sharing a very good quality printer instead of a using a number of mediocre workstation printers. A powerful server can substantially increase computing speed and effectiveness throughout an organization. So what are the key issues to be addressed when considering the acquisition and implementation of an organizational IT system?

First and foremost, once the decision is made to introduce IT systems to the organization, the table of organization and staffing patterns will need to change. The new IT system cannot simply be “layered on” to the existing structure; it must be imbedded into the organizational processes. The adoption of a IT strategy and associated changes in procedures usually means extensive training for the staff.

The next consideration is that of hardware. What is the computer system configuration and computing capacity that the organization will need? Capacity should not be underestimated as a relational database can consume huge amounts of memory. So do other strategies that enhance organizational effectiveness such as moving data files off the hard drives of individual work stations and onto a file server on a computer network.

Another crucial decision revolves around operating software. Standard vendor prepared software packages are usually developed on the basis of the lowest common denominator for a group of potential clients. It is not uncommon that only about 80% of an organization’s needs are met by an off-the-shelf product. So the sport administrator is left with the choice of writing their own software programs or adapting organizational operating procedures to some degree around the software package. The former can be hugely time consuming, very expensive and the end result is not always assured. Generally, the more extensive the modification required for a software product, the more expensive the product becomes and the more difficult it will be to accommodate software upgrades from the vendor.

The Internet

It is important to note that computer networks need not be limited to a single site or facility. Wide Area Networks (WANs) can link together sports administrators located throughout a country. For example, all of the regional offices of a national sports governing body such as the National Football Association can be linked together regardless of their geographic location. All of the operatives so linked can share administrative and programming information and communicate with each other cheaply and efficiently through the medium of e-mail.

The computer network with which the public is most familiar is the Internet and the World – Wide – Web, known simply as “the Web”, is what most people think of when we say the “the Internet”. While the Internet has been around for decades going all the way back to ARPAnet in the 1960s, the Web is a comparatively new innovation first introduced in the mid 1990s. It is a digital medium which presents information in text, audio and graphics in a simple hyper-text computer language readable by a browser. This medium has simply exploded and today there are more than 15 million web addresses called Uniform Resource Locators (URLs), many with hundreds of individual pages on their sites. Thousands or applications for new URLs are received every week.

The ways that the Web has changed society are almost too numerous to mention. Suffice to say it has become an extremely important medium of communication, education and commerce and its importance in these areas will only continue to grow in the future. In terms of communication, for example, USA Today which is the closest thing a national newspaper in America, gets more than three million visits per day. Some 60% of these visits are to its sports pages. In terms of education, the concept of “distributed learning” or “distance education” gains more adherents with every passing day. Through the U.S. Sports Academy, for example, one can do the entire course of study for an accredited Master of Sport Science degree through the Web without leaving their home. The same possibilities exist at the undergraduate level through the International Sports Academy.

But most significant at this juncture is the marketing and commerce applications of the web. There are virtually no professional sports teams in the United States that do not have a Website and most are linked together through networks of Websites coordinated through the various league offices. Just how tight these linkages are is driven in part by agreements between the league teams on activities such as revenue sharing for media broadcasting rights and merchandise sales.

The Web is currently used by professional sports teams in ways that the developers of this technology never envisioned. For example, there are no English language radio broadcasts in Montreal for the Montreal Expos professional baseball team. Fans wanting hear the play-by-play in English can only do so by calling up the team’s Website and listen to it coming across as an audio feed. Another example of how deeply the Internet has penetrated professional sports is how some pro hockey teams now require their players to have e-mail addresses as a means to interact with both the team administration and their fans.

These examples lie at the heart of how the Internet will affect sports in the future: through the changing of the way that the sports fan will consume the sport product. Where in its infancy sport marketing did not extend much beyond putting out a sign on the side walk saying “Game Today”, now sports teams have well developed and extensive Websites to more effectively market to their customers. The trend in this regard is also clear. What will emerge is networks of teams and users bound together by a common interest and driven in part by advances in information technology.

These developments are not limited to the upper end of the sports hierarchy. Compared to the extremely high cost of traditional television broadcast, the comparatively low cost of “webcasting” will bring to sports fans events that could never before be seen on traditional broadcast media. A simple example of how this can occur is an annual sailboat race from Mobile to Tampico across the Gulf of Mexico. Last summer the skipper of a local boat participating in the event took photos every four hours with a digital camera of the race activities and uplinked them by a satellite phone to his own website. Thus his friends in the community, or anyone else in the world who stumbled onto the website, could participate in this event as they never could before. Sports events of a distinctly local flavor without the mass appeal that make them economical for television broadcast can so be distributed through the web to anyone with an interest. The web is not constrained by the limited availability of broadcast channels and high production costs. And while bandwidth is currently an issue for the web, this will resolve itself in the near future with the introduction of broadband technologies.
E-Commerce

It is also appropriate to briefly examine how the web will change the sale and distribution of sporting goods which is central to running sport programs. The relative cost for sports equipment can be an issue for the profession, particularly in terms of trying to broaden the appeal of sport to the greatest number of participants. E-commerce through the Internet holds the potential for containing costs for sports equipment as illustrated by the following example.

In the traditional model of manufacture and distribution through a sporting goods store, it is not uncommon for a tennis racquet which cost $40 to manufacture to be marked up as much as 300 to 400% to as much as $160 as it moves through various wholesalers and retailers in the distribution chain to a tennis player. With an e-commerce arrangement whereby the manufacturer can reach the player directly without going through middlemen, the mark-up in distribution can be reduced to as little as 50% of the traditional retail price resulting in a sale price to the end user of about $80. Very simply, the more middle men in a distribution chain, the greater the benefit derived to the end user from using e-commerce distribution.

E-commerce is well on its way to becoming a force in the world economy as it serves to remove barriers both natural and artificial. The barriers that will vanish include those of time and space as well as national borders both physical and ideological. That this will occur is underscored by the fact that this year e-commerce will employ more than 2 million people and create a turnover in excess of $500 billion. By next year, the turn over is expected to pass $1 trillion.

The Digital Divide

In closing I would be remiss if I didn’t call attention to one important problem: technological tools can be expensive, which has resulted in what we call in the United States the “Digital Divide”. In the U.S., approximately 60% of American adults are connected to the Internet and are on-line. These users are largely from the upper and middle class and have the financial wherewithal to purchase computers and Internet services. It is a matter of great concern that the very people who stand to benefit the most from economies to be realized through information technology as outlined earlier in my discussion on e-commerce are the ones least able to afford it. It is the economically disadvantaged that are currently being left out of the IT revolution.

This Digital Divide also transcends national borders. While 60% of American adults are connected to the Internet, only about 5% of the global population can make that claim. Some areas, Africa for example, are almost totally disconnected and can only be considered disadvantaged as a result. Herein lies the challenge for the future.

IT applications in sports management is dramatically changing the way that we do business. Thinking through how we can use this kind of equipment and these tools greatly enhances outcomes. The bottom line is that these IT tools are rapidly becoming a necessity for the sports administrator at whatever level in the sports hierarchy they are working.

2013-11-26T22:07:33-06:00February 14th, 2008|Contemporary Sports Issues, Sports Management|Comments Off on Information Technology for Sports Management

A Comparison of Academic Athletic Eligibility in Interscholastic Sports in American High Schools

Academic eligibility for student-athletes in public high school athletic programs across America has many variations and has been changing over the past twenty years. But how far have we come in motivating athletes in the classroom? The term student-athlete implies that the person involved with education and athletics is both a good student in the classroom and an active and effective participant on an athletic team. In theory, academic competence is a criterion for athletic participation. It has been proven that high school athletes tend to have a higher grade point average (GPA) than nonathletes (Eitzen & Saga, 1993). As school districts and athletic directors work to show accountability to the parents and taxpayers in their respective communities through the revision of athletic codes, it is important to address the issue of student athlete academic performance.

Efforts to reform academic eligibility for high school athletes began in 1983, amid strong resistance from coaches, parents, and others (Wolf, 1983). The Los Angles Unified School District instituted a rule that stated, “To be eligible for participation in extracurricular activities students must maintain a C average in four subjects and have no failures” (Eitzen & Sage, 1989). In 1984 the state of Texas introduced a “No Pass No Play” rule that stated that athletes could not have any failing grades if they were to participate in a sporting activity (Richards, 1987). Initially, a large group of students became ineligible to compete and there was strong opposition from coaches and parents. But in a matter of two years, in both of these instances, the percentage of students who were declared ineligible was the same as before the rule was enacted. Since these initial attempts at academic eligibility in interscholastic athletics in the 80s, how far have the high school athletic programs come in challenging the student athletes in actually being good students? Are more schools demanding grade points for athletic eligibility? How long are the academic eligibility suspensions? The intent of this study is to compare school athletic programs throughout America in order to identify current trends in high school athletics in challenging athletes to become better students.

The researcher randomly selected 125 high schools across 48 states and compared their requirements for athletic eligibility. The focus was on four specific academic eligibility areas: 1) minimum individual grade point average for athletic participation, 2) maximum number of Fs that an athlete can have and still participate, 3) the time frame for athletic-academic suspension for athletes that don’t achieve the minimum requirements, and 4) a adherence to individual state association guidelines for academic eligibility.

Minimum Individual Grade Point Average

Minimum grade points for athletic participation in interscholastic sports ranged from no minimum grade point to 2.5. Some of the schools didn’t include a grade point but demanded a percentage grade to be met in all classes (70% or 60%). Many of the schools included in the study have considered including a grade point in their academic standards for their athletes but coaching staffs have strongly opposed this move. Of the 125 schools included in the study, only 31 schools indicated that they had incorporated a minimum grade point for athletic eligibility; only 19 had a grade point of 2.0 or above. Student-athletes in 94 of the 125 schools could be eligible to participate in athletics with a grade point of 1.0 and less. On the low end a student could be eligible to play in some of these schools by passing 4 of 7 courses with 4 Ds and 3 Fs (GPA 0.71). The most stringent of the schools in this study required a grade point average of 2.5, with students receiving no Fs, in order to be eligible to participate in the interscholastic athletic program. It should be mentioned that all states require a minimum unit of courses that students must be enrolled in order to even participate in athletic programs. A unique policy found in 4 schools in this study required students to have attendance rates of 80% or better to participate along with the academic criteria.

Maximum Number of Failing Grades

After grade point average for athletic eligibility, the most popular criteria in many of the schools is the number of Fs a student-athlete can earn in his/ her academic load per semester. I found that the number of Fs a student can have and still be eligible ranged from no Fs (no pass no play) to three. Of the 125 schools, 23 indicated that their athletes could have no Fs for athletic eligibility. Fifteen schools indicated that their athletes could have 2 or 3 Fs and still participate; seven of these 15 schools included a GPA requirement. The most common academic standard for the number of Fs a student could have was that the student-athlete could still participate with one F; this was indicated by 87 schools in the study. In all of the schools, an incomplete was treated as an F or non-passing grade.

Academic Suspension

Academic suspension from athletic participation for an athlete varied considerably for the 125 schools in this study. Suspensions ranged from one week to a half of a school year. Athletes found ineligible had different ways in which to gain their eligibility back again. Twelve schools in the study had weekly grade checks; students who brought their grades up to passing could become eligible in as little as seven days. A large number of the schools (56) imposed academic suspensions of three weeks, fifteen school days, or 21 calendar days; students who were put on probation became eligible at the end of this time period if their grades met the minimal requirements. The schools that had the strictest penalties imposed suspensions that lasted the entire grading period, ranging from six weeks to a full semester. Some innovative ideas on how high schools are dealing with academic suspension include weekly grade checks, having the honor society run a study hall for the athletes, and having coaches coordinating academic study halls for ineligible athletes.

Adherence to State Guidelines

All forty-eight state athletic associations recommended some form of academic eligibility requirements for student participation in interscholastic sports; however, most were very limited. The requirements ranged from just being enrolled in a minimum number of courses, to a combination of a minimum number of courses, no Fs, a minimum grade point average, and an attendance policy. Of the 125 schools included in this study, 75 schools followed the minimum requirement set by their respective state associations while 50 schools exceeded state association criteria. Of the 48 states represented in the study only six recommended or required a minimum grade point average be included as part of the academic criteria for athletic eligibility. In Ohio, association guidelines recommend that individual schools should set their own GPA requirements. In only four states did all high schools in the state follow the rules specifically set up for academic eligibility by the state associations; in all other cases, individual schools developed their own participation policies with varying results in terms of stringency.

Discussion

As this study indicates, only a small percentage of high schools in the United States have attached a minimum GPA to their academic requirements for athletic eligibility. The schools that had minimal standards justified these standards by stating that athletics keep kids in school; if they were not eligible to participate in athletics, these students would drop out of school. Some of the schools in the study indicated that they incorporated a grade point to their eligibility but later removed this criterion from their athletic code because of opposition from coaches and parents. Additional arguments from athletic directors defending low academic requirements included that athletic programs must remain student-friendly and that all students, no matter what their grades, should have the right to participate. A number of athletic directors reported that they would like to have even lower academic requirements than those already in place.

In schools that had strong academic requirements, athletic directors reported students adjusted to the requirements once they were set in place. One athletic director in New Mexico stated that kids know what the minimum grade point average is to be eligible so they will do what is required. In fact, he even thought that they could raise the grade point to 2.5 and the student-athletes would adjust in a matter of time. One high school in Alaska that had a minimum grade point average of 2.5 retained the right to hold an athlete out if the coaches felt that the student-athlete was not performing up to his or her potential, even if the student had a 3.0.

In a time when public school educational programs are under heavy scrutiny, athletic programs with low academic standards are only hurting themselves by letting their athletes just get by. The athletic programs in this study that have challenged their students in the classroom with higher academic standards over a longer period of time have been successful in improving the students’ grade point averages. Students adjusted to the academic demands set by the athletic programs and the number of students that were declared ineligible was consistent with the number that were declared ineligible under the lower academic requirement.

References Cited

Eitzen, S. & Sage, G. (1989) Sociology of North American Sport, 4th edition. Dubuque, Iowa: WM. C. Brown Publishers.

Eitzen, S. & Saga, G. (1993). Sociology of North American Sport, Dubuque,
Iowa:WM. C. Brown Publishers. 4th edition

McGrath, E. (1984). Blowing the whistle on Johnny,@ Time 30 January p. 80.

Richards, D. (1987). No-pass pulse, Dallas Morning News 6 October 1987, pp. B1, B14

Wolf, C. (1983). Playing for keeps, New York Times Magazine, 30 October
1983, pp. 32-53

2013-11-26T22:08:14-06:00February 14th, 2008|Sports Management, Sports Studies and Sports Psychology|Comments Off on A Comparison of Academic Athletic Eligibility in Interscholastic Sports in American High Schools
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