Authors: Kevin Sigler and William Compton
Kevin Sigler, PhD
601 College Road
Department of Economics and Finance
Cameron School of Business
Wilmingtomn, NC 28403
Kevin Sigler is Professor of Finance in the Cameron School of Business, UNC Wilmington
William Compton is Professor of Finance in the Cameron School of Business, UNC Wilmington
NBA Players’ Pay and Performance: What Counts?
The stars in the National Basketball Association (NBA) are paid handsomely. In the 2017-18 season Stephen Curry received over $34.7 million and LeBron James made over $33.3 million on the court. Prior studies show that players are paid for points scored, rebounds, experience, assists, blocks, field goal percentage and fouls. But the NBA is evolving. Teams over the years have gone from seldom shooting the 3-point shot to making it the focus of their offense. Analytics that first received much attention in baseball with the money ball phenomenon are now in all sports as well. This study accounts for the change in the game by not only including significant variables from prior studies but by also incorporating the 3-point shot and the Hollinger player efficiency rating (PER) in analyzing what counts in determining NBA players’ pay. The researchers find that points, player experience (years in the league), assists, rebounds and fouls are statistically significant factors when it comes to paying NBA players but we also discover that 3-point shots made and Hollinger’s PER are insignificant. In addition, the researchers perform a backward stepwise regression eliminating insignificant independent variables one at a time (least significant each time) until the model includes only significant variables. Again, the same variables are statistically significant although the statistics for the stepwise model improve over the original model.
Authors: Alan Ledford, Ed.D., Angela Mitchell, Ph.D., Travis Scheadler
Alan Ledford, Ed.D.
1870 Quaker Way
Pyle Box 1246
Wilmington, OH 45177
Angela Mitchell, Ph.D.
1870 Quaker Way
Bailey Hall 201
Wilmington, OH 45177
6811 Oakland Rd
Loveland, OH 45140
Experiencing a Super Bowl: The Motivations of Student Volunteers at a Mega-Event
The purpose of this study was to explore the motivations of sport management students during an experiential excursion to Super Bowl LI. The study pulls from prior questionnaires on volunteer motivations. A quantitative approach was employed using a 47-item questionnaire completed by students who volunteered at the National Football League Experience and at Super Bowl LI. The findings revealed that students were motivated by professional development, altruistic motivations, and lastly by the general experience of the Super Bowl. Moreover, these results suggest that class rank, or more specifically student maturity, impacts the underlying motivations for volunteering at a mega-event such as the Super Bowl.
Authors: Wanyi Tang
United States Sports Academy
One Academy Drive
Daphne, Alabama 36526
Wanyi Tang is a resident doctoral student and teaching assistant at the United States Sports Academy
Understanding Esports from the Perspective of Team Dynamics
This paper provides an overview of the esports industry and outlines recent development in esports research, with a focus on studies concerning impacts of team dynamics on performance. The characteristics of successful esports teams are identified through discussion on the variety of team resources and composition, the conceptualization of team cohesion in different dimensions, and the functions of communication and social support within a high performing team. It is also understood that participation in esports not only requires teamwork and communication skills, but can also serve as an opportunity for players to develop a variety of life and social skills.
Authors: Joe Walsh, Ian Timothy Heazlewood, Mark DeBeliso, Mike Climstein
School of Psychological and Clinical Sciences
Faculty of Engineering, Health, Science and the Environment
Charles Darwin University
Darwin, NT, 0909
+618 8946 7215
Joe Walsh is affiliated with The School of Psychological and Clinical Sciences, Faculty of Engineering, Health, Science and the Environment, Charles Darwin University, Darwin, Northern Territory, Australia.
Ian Timothy Heazlewood is Associate Professor and Theme Leader Exercise and Sport Science in The School of Psychological and Clinical Sciences, Faculty of Engineering, Health, Science and the Environment, Charles Darwin University, Darwin, Northern Territory, Australia.
Mark DeBeliso is Professor, Department of Physical Education and Human Performance, Southern Utah University, Cedar City, USA
Dr. Mike Climstein (FASMF, FACSM, FAAESS, AEP) is with Clinical Exercise Physiology, Southern Cross University, School of Health and Human Sciences, Gold Coast, Queensland, Australia; Adjunct Associate Professor with The University of Sydney, Exercise, Health and Performance Faculty Research Group, Sydney, New South Wales, Australia, and Adjunct Associate Professor and Co-Director of the Water Based Research Unit, Bond University, Robina, Queensland, Australia.
Assessment of motivations of masters athletes at the World Masters Games
The Motivations of Marathoners Scales (MOMS) is a quantitative instrument for assessing motivation of marathon participants. A large sample of masters athletes completed the MOMS as part of a questionnaire at the World Masters Games (WMG), the world’s largest multisport event. The aim of this research project was to document statistical patterns within this sample for the psychological variables in the MOMS. As the MOMS had been used for 25 years, this large sample represented a good opportunity to document patterns in the application of the MOMS psychometric tool and recommendations for those interested in promoting masters sports, based upon the participant motivations to compete. Statistically significant patterns were identified in the motivations of the 3,928 participants (2,010 male, 1,918 female) who completed the 56 question MOMS survey. As well as gender-based differences in motivations, 37 of the 56 questions were identified as being more or less important motivators by the participants. The most motivation for the cohort as a whole was given by the item construct “to socialize with other participants”, though there were also significant differences between the two genders. The weight control questions indicated these masters athletes did not place a priority on this construct, thus focusing marketing initiatives on constructs such as weight control may be ineffective. For promotion of participation in masters sport and by inference physical activity at older ages, marketing initiatives would focus on such constructs as to compete with others, to improving sporting performance, socialization, health improvement, improving physical fitness, feeling a sense of achievement, pushing oneself beyond current limits and staying in physical condition, all of which were more highly rated by participants than weight control.
Authors: Dr. David Grecic and Mr. Brendan Ryan, MS / MA
1304 Denman Ct
Wesley Chapel, FL
David Grecic is a princial lecture and head of sport at the University of Central Lancashire. David joined the School of Sport, Tourism and the Outdoors in August 2008 having previously worked in a variety of sport and education settings for 15 years. He is an active coach in a variety of sports including rugby union, swimming and golf. It is here that his specialist interest lies and that drives his academic research.
Brendan Ryan is a former college coach who now works closely developing junior golfers in their pursuit of college. He is also a well-established academic, with a pair of Master’s degrees and the author of several books, published papers and popular articles.
A Practical Evaluation of Golf Coaches’ Knowledge of Block and Random Practice
The practical knowledge of golf coaches is of great interest to golfers, researchers, and the media alike. One popular element is their application of practice design and, in particular, their use of Contextual Interference (CI) through their use of random and block practice design. The study investigated the level of understanding of 69 golf coaches in the theory, use, and transference of both these methods. The main findings were that coaches had a surface level understanding of the issues, but had worrying gaps in knowledge on how to relate their practice design to long-term athlete development. Suggestions are provided on how coach learning could be provided to support this identified development need.