ISSN: 1543-9518|Vol. 24

Program and Facility Emergencies in Youth Sports, Part II: Dealing with the Event

Submitted by: Richard Gershom, Ashland University and Kimberly Peer, Kent State University

Communication
plays an integral role in the prevention of youth sport injuries, as the
evidence in Part I of this paper suggested. Communication regarding
expectations, policy and procedures, and post-injury protocol can facilitate a
safe youth sport environment. However, preventing youth sport injuries also
involves several other areas, such as protective equipment, strength and
cardiovascular conditioning, environmental and facility management, proper
coaching, and proper nutrition and hydration. According to the American College
of Sports Medicine (1993), 50% of injuries that occur in children and
adolescents are preventable. Even when steps are taken to ensure safe
participation in youth sport programs, however, injuries will happen; what happens
before, during, and after an emergency can make the difference in the eventual outcome
of injuries.

Dealing with
emergencies in youth sport requires sufficient preparation and planning to
ensure prompt resolution of the event. Prevention measures preclude injury or
have the potential to reduce the severity of injuries and should thus be
considered most effective (Roberts, 1998). League administrators and youth
coaches must ask and answer several questions: Who is the most qualified
individual to treat injuries? Are the persons dealing with the emergencies
adequately prepared for a variety of emergency situations? Are coaches properly
trained to coach? Are there mechanisms in place for prompt medical care? Coming
prepared with this kind of information prior to any emergency can promote
optimal medical care and prevent litigation.

Coach and Parent Education

To make decisions
in answer to the questions just reviewed, league administrators must understand
the qualifications of coaches. The National Association of Sports and Physical
Education (NASPE) has developed standards of fundamental competency that
communities, school systems, private leagues, parents, and athletes should require
of coaches. League administrators and parents are responsible for ensuring that
youth coaches are appropriately qualified to supervise the sport in question and
to maintain a safe playing area and environment. Moreover, coaches should be
required to complete (at a minimum) a community course in first aid and CPR;
there are several sport safety courses available as well that are recommended
for all youth coaches.

A critical
component of caring for an injured athlete is familiarity with the medical
history and condition of the athlete. Before activity commences in any sport, each
athlete should undergo a pre-participation physical examination. This examination
should be required of all athletes prior to participation and should be
comprehensive. Necessary checks include a medical physical to assess heart and
lung function; a medical history to identify any pre-existing problems and
family health history; a musculoskeletal examination assessing alignment,
strength, flexibility, and laxity; a “vitals” examination ensuring heart rate,
blood pressure, height, and weight are appropriate for the individual; body
composition assessment; vision screening; and finally, a sport performance
assessment determining whether the individual’s cardiovascular condition
and strength are appropriate for the anticipated exertion.

First Aid Equipment

In addition to
familiarity with each athlete’s health status, it is also key to have
appropriate emergency medical supplies available. Most youth leagues provide
first aid kits or small athletic trainer kits for each team. When preparing a
kit for a team in a given sport, it is crucial to plan for a broad scope of
needs, stocking the kit properly to address all of them. Kits must be prepared before
each practice or contest in order to be of reliable use. Having the correct
supplies could be the difference in delivering essential care to an injured
athlete appropriately.

Although a wide
variety of first aid supplies can be helpful depending on the sport, there are
items of common value across sports. Key items include the following:

  1. information such as phone
    numbers, release forms, and emergency cards (as well as paper and pen)
  2. instruments including paramedic
    scissors, tape cutters, tweezers, fingernail clippers, fingernail files,
    and a microshield or CPR mask
  3. bandages and related supplies including
    athletic tape, tape adherent, underwrap, elastic tape, band-aids, gauze
    pads, ace wraps, and petroleum jelly
  4. splinting supplies including slings,
    safety pins, finger splints and other splints, and crutches
  5. eye care kit including contact
    solution, contact case, saline, and a pocket mirror
  6. miscellaneous items including
    rubber gloves, antiseptic cleaning solution, insect repellent, water
    bottles, ice chests and/or coolers, tongue blades, and felt or foam
    padding material

This list is not exhaustive but it provides
the foundation of a well-stocked sport first aid kit. In some sports, kits may
need to be augmented with items such as mouth pieces, nose plugs, analgesic rub,
hand cream, sun glare, and feminine hygiene products. Organization of the kit
is important in emergency situations when first aid must be provided quickly.
Similar items should be stored in the same area of the kit; there should be
nothing unnecessary in the kit obscuring needed items that need to be located
quickly following an injury.

Administrators and
supervising coaches must make certain that each youth coach is qualified to use
and comfortable in using all first aid kit supplies. A general rule is not to
pack in the kit any supply with which the coach or coaches are uncomfortable.
It is important to designate one person to maintain the first aid kit and order,
as needed, items replenishing the kit’s supply.

Although they can
be expensive, first aid kits are highly recommended for all youth sport
programs. League commissioners typically determine who purchases kits and supplies
to stock them. When there is no funding for emergency medical supplies, asking
health care facilities and drug stores to donate supplies is a potential
course; firefighting and other emergency departments may also be willing to
help. League administrators and/or coaches are ultimately responsible for
providing players with the best possible first aid should they be injured; the
expense of good first aid kits is, ultimately, relative.

After an Injury

Providing care is a
top priority in an emergency. Care can be provided best and most quickly when
those involved remain calm while activating appropriate medical assistance. When
a young athlete may be injured, it must always be remembered that nothing less
than his or her well-being is at stake. It is therefore better to err on the side
of cautiousness, when in doubt about the injury or first aid, by seeking
additional medical assistance immediately. It should also be remembered that
children’s and adolescents’ bodies are distinct from the adult’s and cannot
always be treated in the same way. Therefore, it is always recommended that a
young athlete seek medical attention from a physician for any injury that does
not improve in a short period.

Fortunately, most
injuries in youth sports are not complicated and can be resolved with little
medical intervention. Often, the best approach is what has been called, for
ease of memory, RICE, which stands for rest, ice, compression,
and elevation. Rest the injured area by supporting it with a sling, splint,
or crutches. Ice the injury for approximately 20 min at a time. Compress the
area with an elastic bandage to control swelling. Finally, elevate the area
above the level of the heart, also to manage swelling. These steps comprise a standard
and long-advocated treatment for many sport injuries.

When an emergency
has occurred and first aid has been rendered, notification of certain
individuals becomes necessary, when those individuals are not present at the
sport facility. Again, parent phone numbers and the league commissioner’s phone
number, along with emergency numbers, should be kept easily available in the
front of the first aid kit. It is also recommended that useful emergency information
is provided as a courtesy to each visiting team, for example on a reference
card. Having access to emergency numbers and directions to nearby hospitals is
greatly appreciated by teams unfamiliar with an area.

Conclusion

All sports pose
some injury risk. While coaches and administrators should make every effort to
keep that risk as low as possible, they must also ensure that appropriate care
is available in the event an injury does occur. Injury-prevention programs are
advocated by the American Academy of Orthopaedic Surgeons and are readily
available to the general public (Purvis & Burke, 2001). Completing the programs
can help prepare youth coaches to manage emergency situations. Furthermore,
youth sports leagues are well advised to maintain a written emergency plan that
staff know how to implement. The plan should be reviewed yearly by league
officials, coaches, parents, and care providers from the local community’s emergency
medical service. It is important that this plan be reviewed yearly due to the
typically high number of changes in coaching staff each year.

References

American
College of Sports Medicine (1993). The prevention of sports injuries of
children and adolescents. Medicine and Science in Sports Exercise, 25(8),
1–7.

National
Association of Sport and Physical Education. National standards for athletic
coaches. Reston, VA: Author.

Purvis,
J. M., & Burke, R. G. (2001). Recreational injuries in children: Incidence
and prevention. Journal of the American Academy of Orthopedic Surgeons, 9(6),
365–374.

Roberts,
W. O. (1998). Keeping sports safe: Physicians should take the lead. The
Physician and Sports Medicine, 26(5).

2017-08-07T11:43:32-05:00July 7th, 2008|Sports Coaching, Sports Exercise Science, Sports Management, Sports Studies and Sports Psychology|Comments Off on Program and Facility Emergencies in Youth Sports, Part II: Dealing with the Event
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Sport and Spirituality: A Comparative Perspective

Submitted by: Therese Miller

Abstract

Responding to recent highly publicized sport scandals that so often tarnish the character of athletics, this writing defends the innate sanctity and redeems the potential of sport by exploring sport as a spiritual enterprise. Spirituality, generally conceptualized at three levels of connection (to self, others, and a higher being or purpose), is explored using 10 dominant themes of the world’s sacred scriptures. Examples of these 10 themes from the domain of sport and athletics are offered, as follows: supreme being and the mystery of sport; self and play in the zone; spiritual paths and practice; knowledge–wisdom and creativity–innovation in sport; the “good life” and the team; love and service as sportsmanship; devotion and worship through love of the game; fate and free will in “miracle and madness”; death and the “big picture”; and the spiritual sage and the sport hero.

Sport and Spirituality: A Comparative Perspective

My sport-and-spirituality venture began when I was a daring toddler chinning my way up the splendid chair-leg pedestals of my mother’s fine dining room furniture, eventually reaching the summit and setting up camp, temporarily, on the sacred heights of the table sanctuary. It was an enchanting escape, fashioning new and intriguing possibilities. Later such impulses would be disciplined by years of gymnastics training, following the singular path of a 4-in. balance beam or swinging unwittingly on two wooden spindle bars. Now, as a soccer mom, I watch as my children devoutly absorb themselves in the disciplined challenge and exhilarating excitement of sport and athletics. Life is good.

I never suspected inner rumblings among the community of believers until one night at dinner our family was discussing a recent barrage of player suspensions mounting on previous dismissals of athletes from a nearby university basketball program. My son drolly asked, “Who hasn’t assaulted someone?” His amused and also cynical rebuttal beckoned me to justify and defend the integrity of an activity to which I and many others have eagerly surrendered hours of dedicated practice; an activity leading to moments of unexpected and unrelenting joy, bewildering us with setbacks and conversion; an activity of obvious physical attributes but also imparting spiritual value to generations of players. I began to consider the message that was not being communicated from the sport pulpit to its eager and interested congregation. The spiritual essence of sport is rarely linked with the physical performance and competitive outcomes of sport in the context of popular sport promotion. Nevertheless, in its most fundamental and pure form, sport is spiritual. The spiritual is defined as that which raises the human condition to a higher level of personal awareness and interpersonal consciousness and heightened realization of a grand scheme of things.

To see the soul of sport, we must look beyond both the superficial, if spectacular, physical feats and the much-publicized aggression, anger, and greed in sport. Because sport is spiritual as well as physical, it can lead an athlete to personal transfiguration, revival of communal understanding, and redemption of life’s purpose and possibilities. The precisely executed tennis topspin, the gutsy 50-ft platform dive, the harmoniously choreographed triangle offense, the undeniable magic of the miracle game or perfect golf round can offer the deepest kind of meaning. Sport’s contribution to spiritual advancement cannot be underestimated. Just imagine where we would be had Adam and Eve tossed or teed off that shiny red orb from the Garden of Eden.

Each person’s spiritual venture involves three levels of connection: to the self (inner strength), to relationships (our undeniable union with others), and to a higher being or purpose. It is important to preserve the distinction between spiritual venture and organized religion; nevertheless, the quest for spiritual relevance is often grounded in the practices, teachings, and rituals of the world’s many religions. Religious scripture renders verbal descriptions and explanations to clarify complex spiritual themes. While the sacred scriptures of the world’s religions read differently, their messages and themes are often similar. They have been said to share 10 common themes: the idea of a supreme being, of the self, of the spiritual path, of knowledge and wisdom, of the “good life,” of love and service, of devotion and worship, of fate and free will, of death, and of the spiritual sage (Freke, 1998). This paper draws analogies between these themes and sport not to make sport a religion, but to present sport as an intriguing, insight-generating, exhilarating, and joyful means of awakening a lethargic soul, grasping an unresponsive heart, and enlightening feeble and fragile imagination to robust possibilities and convincing realities.

Supreme Being and the Mystery of Sport

Some would accuse popular culture of proclaiming sport as God. Spiritual text, however, tells us that God is one, yet God is all—a profound but confusing mystery. In depicting the supreme being with a human face, theologians of many faiths have tried to draw that being nearer to us and make it easier for us to conceptualize God (Freke, 1998). Capturing this powerful image in our hearts can be profound when we recognize and appreciate the wonder of God in our everyday lives. Recognition may come in something as simple and subtle as a rainbow’s faint appearance, or in something as intense and marvelous as a friend’s first struggling words after brain surgery. Recognition of God in our everyday lives may also arise at the unexplainable synchrony of a heavyweight boxer’s feather-light, floating grace and stinging punch; or at the gritty determination of the Korean breaststroker in the 2001 Paralympic Games sleekly slithering through the water like a squid, powerfully thrusting himself through each armless stroke with the force of his legs, bracing for each poolside head-butt turn of the race. Inexplicable skills and exquisite performances in sport expose the wonder of a higher power. As the Christian Bible’s book of Matthew offers, “With God all things are possible” (Matt. 19:26, New International Version).

The Self and Play in the Zone

One demanding scriptural theme that challenges our essential nature is the perplexing premise that God is within us. As expressed in the Christian Bible, “He is not far from each one of us,” for “In him we live and move and have our being” (Acts 17: 27– 28). In the realm of sport, God-within-us is perhaps epitomized in the experience of flow. Also experienced by accomplished artists and musicians, flow is described by many athletes as being “in the zone”: a state of harmonious union of body and mind wherein the two work together effortlessly, leaving the individual with an undeniable feeling that something special has occurred (Jackson & Csikszentmihalyi, 1999). The Chicago Bulls’ Michael Jordan was in the zone, for example, in Game 1 of the 1992 National Basketball Association Finals against Portland, when in the first half he sank six 3-point shots. At the time, reportedly, a broadcast crew member gestured at Jordan to as if to ask, “How did you do that?” In reply, Jordan shrugged the famous shrug acknowledging the wonder and mystery of his “out-of-body” experience, the only part of which he understood was that he couldn’t miss! In flow, there is the uncanny realization that what has been experienced is an undeniable sense of peace (“Classic NBA Quotes,” 2008).

The Spiritual Path and Practice

The spiritual path is humankind’s virtuous attempt to navigate toward a life of personal fulfillment and ultimate discovery, embodied in human compassion. Scriptural texts prescribe various codes, practices, and rituals as learning guides on the sacred journey represented by the spiritual path. Within Buddhism, “the Middle Way” is the prescription for enlightenment (Freke, 1998), as follows:

There are two extremes, O Bhikkhus, which he who has given up the world, ought to avoid. . . . By avoiding these two extremes, the Tathagata has gained the knowledge of the Middle Path which leads to insight, which leads to wisdom, which conduces to calm, to knowledge . . . to Nirvana (Mahavagga, I, 6, 17–18). (p. 48)

Sport, in its fashion, captures the essence of the Middle Way. An athlete’s success is marked by steady, relevant progress on sturdy grounding—neither surrender to the marshy swampland of lethargy nor a dash to the insecure precipice of training obsession. On one hand, those who study flow report that the seemingly effortless performances of accomplished athletes are anchored in hours of practice, careful attention, and critique. On the other hand, those who study the body’s adaptation to sport training warn of a subtle tipping point at which both strength and spirit are diminished: overtraining.

In shaping their unique paths to success, some athletes have demonstrated one extreme or the other. For example, Allen Iverson, a guard with the NBA’s Denver Nuggets, apparently disgruntled with the intense requirements of the training pilgrimage, persistently and nearly to the point of being comical denies the value of practice. In doing so, he discounts not just his own but his teammates’ sacrifices as they have invested themselves in the pilgrimage. Conversely, Olympic runner Suzy Favor-Hamilton chronicled her resurrection from the perils of an unrelenting training schedule (throughout high school and college she never took one day off from running) accompanied by unscrupulous dieting, noting how excess led to plummeting performance, devastating injuries, and psychological burnout.

Surely, the provisional aspect of the journey is the delicate maneuvering and incredible grounding necessary to balance between life’s extremes. Scripturally, the curious balance required constitutes the fascinating effort–grace paradox, whose analogue in athletics is the tension between the bulging muscle of our personal efforts and the supple support of God’s grace. The spiritual journey’s ultimate mystical destination is our realization and understanding that we are where we need to be, always part of the One, and always remembering the One. The scriptures of Islam are among those that address such truth, as in for instance the Hadith of Tirmidhi, which states, “For everything there is an appropriate way of polishing; the heart’s polishing is the remembrance of God” (Freke, 1998, p. 45). For the athlete, sincere preparation for competition marks the sign of the cross, so to speak, reminding us of this silent, polishing communion with God.

Knowledge and Wisdom as Creativity and Innovation in Sport

Where athletics and sport have the potential to score a spiritual “10” is in the leap from prescribed dictates of a spiritual code, to the realm of experiential knowledge and wisdom. When to the insights bestowed by observant teachers and ingenious coaches athletes add personal knowledge gained from playing, they are freed from limited perception. As the Hindu scripture known as the “Ashtavakra Gita” advises, “Give up conceptualizing altogether. Have no beliefs or concepts of any kind. You are the ever-free Consciousness. How can any thinking help you in any way?” (Freke, 1998). As such, the athlete is a rendering of God’s creation. The knowledgeable athlete redefines the boundaries of his or her game. Freed from defined constructs, the competitor is keenly aware of the self, with its strength and spirit, and in the innovative performances fostered by such freedom, sport’s reality is redefined.

Edson Arantes Do Nascimento, the unassuming, average-sized man better known as Pelé, scored 1,280 goals in 1,360 games over a 20-year career (1956–1977) as he revolutionized the game of soccer. Of his incredible speed and balance, tremendous vision, excellent ball control, and powerful, accurate shooting with either foot and with his head, Pelé has said, “It seems that God brought me to Earth with a mission to play soccer” (Gonzalez, n.d.). Track and field star Dick Fosbury stunned spectators at the 1968 Summer Olympics as his unconventional jumping technique led him to a gold medal in the high jump. Fosbury’s “flop” quickly came to replace traditional dive-and-straddle high jump technique. At the 1972 Olympics, Olga Korbut reinvented gymnastics with feats of athleticism never before seen in the sport. Her back flip–catch off the top of the uneven parallel bars revolutionized gymnastics. Like Pelé and Fosbury, Korbut’s skill mastery fashioned new forms and meanings in the sport. This acknowledgement must be made, however, in the context of such scriptural reminders as Zen Buddhism’s cautionary note on recreated knowledge: It is only “a finger pointing at the moon but not the moon itself,” since human knowing can never match God’s greater wisdom (Freke, 1998).

The “Good Life” and the Team

Religions around the world expect a spiritual follower to live a “good life,” endorsing various codes of righteous behavior. Christians hold fast to the imperatives of the “Ten Commandments”; Buddhists adhere to the “Noble Eightfold Path.” Hindus strive to obey their “Laws of Life”; Taoists pursue the “Natural Way.” All of these faiths’ codes of behavior share in common a conviction that a good life is in the making when a person contributes to the perfection and harmony of a larger whole. But here our human vulnerabilities can be harshly exposed. Tolle (2005) translates and describes sin, the opposite of goodness, as “missing the mark, as an archer who misses the target. . . . [T]o sin means to miss the point of human existence. It means to live unskillfully, blindly and thus to suffer and cause suffering” (p. 9). Tolle adds as well that being good requires a shift in consciousness. For the athlete, such a shift of consciousness comprises the humble displacement of self for the benefit of the team.

Athletes who pursue self-aggrandizement (like their counterparts in domains other than sport) will, the scriptures of various faiths agree, be humbled. In sport, the cost of vice is the destruction of the team and the burden of the whole, which is exponentially greater than the burden of each individual. Even as the National Football League legislated against impudence in the sport, the gods may have shown their take on unnecessary celebration, evening the score—no, raising the New York Giants’ score­—in Super Bowl 2008, after Randy Moss’s audacious appropriation of power over the universe, motioning for the seas to part after a late-game score.

Becoming a good sport suggests personal and interpersonal transformation and is necessary to be a true athlete. The concept of moving beyond the individual self to the collective team may be the most challenging aspect of spirituality in power cultures like professional sports. Tolle’s shift in consciousness is a marked change, and interestingly, the word sport can mean (in a definition employed within the biological sciences) “an organism that shows a marked change from the normal type or parent stock, typically as a result of mutation.”

Unfortunately, as is true of sin and disharmony, denying the collective is tremendously destructive to the individual, the community, and the promise of all that is good in sport. The shift from ego focus to collective consciousness in the world of sport relies on humility, repentance, forgiveness, compassion, and more (the spirit not the letter, perfect liberty). The marring and tarnishing of beauty, grace, and accomplishment is a failure of the whole. Marion Jones, in her public confession of her steroid use, asked forgiveness. She earnestly apologized for besmirching the sport that she had trained so hard for and dedicated her life to; in painfully exposing her failure, she paradoxically revealed her inner strength and goodness. Humans cannot know the individual predicaments that other humans face in their lives, and to reestablish harmony requires empathy and an unwillingness to stand in judgment. Public forgiveness was necessary to reunite Jones with the community. As Islamic scriptural text maintains, “The best deed of a great man is to forgive and forget”; or as Judaism’s Talmud phrases it, “When we know we are all one . . . forgiveness is natural” (Freke, 1998).

Love and Service Seen As Sportsmanship

The most seemingly absurd association between spirituality and sport is the notion that the spiritual undertaking of love and service coexists with athletic achievement and success—victory over others. But it is the connection between compassion and sport that can be most inspiring. Sport provides an alternative impression of the clash between collective egos, the us versus them. As Los Angeles Lakers coach Phil Jackson wrote in his book Sacred Hoops, “There has to be another way, an approach that honors the humanity of both sides while recognizing that only one victor can emerge. . . . a wide-angle view of competition that encompasses both opponents as partners in the dance.” Ultimately, Jackson (1995) compares competition and sport to battle, stating that, “The challenge of warriorship is to step out of the cocoon, to step out into space, by being brave and at the same time gentle” (Jackson, 1995). This unconventional model of competition builds not on humiliation, power, and aggression but on honor, respect, and yielding. Such mutual respect and admiration is seen in the world of sport. Steve Nash of the Phoenix Suns, for example, and Dirk Nowitzki of the Dallas Mavericks demonstrate fierce competitiveness while maintaining the integrity of a several-year friendship.

Devotion and Worship Seen As Love of the Game

While healthy competition and sportsmanship define the promise of the sport experience, when athletes play with special reverence for the tradition and legacy of “the game,” they achieve an even higher level of consciousness. Spiritual mystics have long affirmed and expressed the sacredness of life and celestial wonders through dedicated worship and praise. In a similar way, devoted athletes may demonstrate their respect and honor for the game through gestures observed as ritual. Ritual, according to Marty (1998), comprises conscious, voluntary, repetitious and stylized symbolic bodily actions, centered on cosmic structures and/or sacred presences; sport, Marty continues, thus embraces ritual, since “Sports involve sacrifice of energy and limb . . . [and] who sacrifices without ritual?”

In Sacred Hoops, Jackson describes how he adopted Vince Lombardi’s ritual of “crossing the line.” Lombardi, legendary football coach who led the Green Bay Packers to five league championships in his nine years of coaching, asked his players to walk over the line, symbolically confirming their consent and commitment to practice every day. By creating a sacred space with Lakota symbols of balance, harmony, power, prosperity, and good fortune, Jackson similarly established a holy sanctuary within which athletes mindfully attend to the task at hand. Such rituals and symbols establish an atmosphere of mindful attention to purpose. Freke (1998) notes that Judaism’s “Book of the Secrets of Enoch” states, “It is good to go morning, midday, and evening into the Lord’s dwelling, for the glory of your creator. Because every breathing thing glorifies him and every creature visible and invisible returns him praise” (p. 111).

Fate and Free Will and the “Miracle and Madness”

While rituals may help us organize and fashion that which is so vulnerable and unpredictable in our lives, ultimately the spiritual uncertainty of free will and fate emerge. The investment of whatever amount of energy, commitment, and rite does not guarantee success. As Freke (1998) noted, “Human life is the interaction of fate and freedom of choice” (p. 120). Spiritually, we are advised to make choices pursuant to the good life; we are reminded that we cannot control the world and that God is in the driver’s seat. We can only control our responses to what befalls us. Judaism acknowledges the spiritual paradox and mystical truth that fate and human will mysteriously coincide, that life leads us along the road that we have actually chosen. Jewish spiritual text, as cited in Freke, holds that “Everything is foreknown, but man is free” (p. 36). The doctrine of karma, too, explains fate as the outcome of our previous choices. But lightning strikes, and stunning rainbows emerge from dreary skies.

There is no better illustration of this paradox than the miracles and madness of sport—unexplained victories and devastating, unpredictable losses. The United States ice hockey team’s 4–3 victory over the Soviet Union during the 1980 Lake Placid Olympics has been called the “miracle on ice.” The Russian team was in peak form and comprised both mature veterans and ambitious young talent; it had just annihilated the National Hockey League all-star team 6–0 in the deciding game of a challenge series. It was unfathomable that a team of U.S. college players had a chance against such fierce competition. Certainly U.S. players’ strenuous conditioning and meticulous strategic and tactical preparation had an impact, but it has struck many experts that nothing short of a miracle allowed them to emerge victorious (Fitzpatrick, 2008). Observing such turns of event in sport, we realize we are not necessarily in control—an understanding that returns us to the sheer joy of child’s play and surrender to the moment.

Death and the Big Picture (Field of Dreams)

Sacred scripture intimates that by examining our beliefs about and attitudes toward death, we become truly free to live our authentic lives. Similarly for the athlete, the desperation of a defeat, devastation of injury, or struggle of a losing season can bring perspective, making the opportunity to play more pleasurable. Mortality certainly helps define humankind’s place in the big picture; acknowledging it as our own, we become enraptured of the pleasures of participating in life. The Shinto religion offers a scripture (Tenrikyo Ofudesaki 3.41) that says, “All human bodies are things lent by god. With what thought are you using yours?” (Freke, 1998, p. 142). Green Bay Packers quarterback Brett Favre, at 38 playing a sport that most athletes survive in for only a handful of years, has achieved many football mileposts, for example most wins by a starting quarterback, most consecutive games played by a quarterback, and most touchdown passes thrown. But his physical achievements pale next to his fervor to stay in the game despite numerous setbacks. He nearly died in a car accident; was diagnosed with avascular necrosis, a degenerative hip condition; lost his father and also his brother-in-law in accidents; watched his wife battle breast cancer; and saw his hometown ravaged by Hurricane Katrina. Favre admits to behaving recklessly on field and off at points in his past, but we have seen him mature without losing any of his youthful love for of football. Shipnuck (2007) explains that Favre’s favorite career memories are not what might be expected:

‘The funny thing is, it’s not only about the touchdowns and the big victories. If I were to make a list, I would include the interceptions, the sacks, the really painful losses. Those times when I’ve been down, when I’ve been kicked around, I hold on to those. In a way those are the best times I’ve ever had, because that’s when I’ve found out who I am. And what I want to be.’

In confronting our own challenging moments, athletes and the rest of us realize a personal potential that surpasses human understanding and the typical experiences of life. We discover our innate potential and embody the full measure of life’s opportunities.

The Spiritual Sage and the Sport Hero

Occasionally there emerge from among us mortals who, like the society of saints, challenge and inspire us with their lives of transcendence. We are awakened by their selfless compassion and stand in awe of the harmony they create with all others as they accept life on its terms. They are spiritual sages or spiritual heroes, projecting what a human was truly created to be. The dutiful sport hero models the same wholeness in living. According to Buddhist scripture, enlightenment is gained when we see that suffering in life is diminished by moving from the ignorance of separation to the knowledge of wholeness, which is our true enlightened nature. As Freke (1998), explains, the enlightened have “traveled from the ignorance of separation to the further shore of enlightenment . . . concerned with relieving the suffering of others” (p. 166).

Sacred scripture variously affirms that the spiritual sage is characterized by humility and compassion (Jewish, Christian); by detached selflessness (Hindu); and/or by integrity, respectfulness, and unwillingness to stand in judgment of another (East Asian thought generally). The ethical sport hero exemplifies the same qualities. Baseball hall of fall honoree Roberto Clemente came to the Pittsburgh Pirates from humble beginnings as the youngest of seven in a family in Puerto Rico. When he died in the 1972 crash of a plane enroute to deliver relief supplies to survivors of the great earthquake in Nicaragua, his remarkable accomplishments in his sport (lifetime batting average of .371 with 240 homeruns and 1,305 RBI) were preempted by his dedication to others. According to Price (2001), Peter Williams describes Clemente’s martyr-like status as resulting from two characteristics, (a) that Clemente died without warning and (b) his ethical heroism was primarily active:

In other words he died, as he had lived, doing charitable work for the disadvantaged. In this, he was very much a hero in tune with the social activism of his time; and the response to his death, showing an awareness of this, ended by strengthening a heroic image that was already established.” (p. 102)

In offering a perspective on such a state of self-actualization, the Buddhist Diamond Sutra explains that enlightened beings cannot even think of themselves as enlightened, for this would involve the idea of a self, whereas “enlightenment is an impersonal happening, not a personal achievement” (Freke, 1989, p. 170).

As we head into the 2008 Summer Olympic Games, this discussion reminds us of the fundamental nature of sport: its surge of innocent vitality, its ingenuous dance with others, its trusting application of ourselves to the challenge. Among others, Johann Olav Koss, a four-time Olympic speed skating medalist and three-time world record holder, has argued there is a basic human need for play, sport, athletics. Witnessing children confined to an Ethiopian refugee camp playing soccer in the dirt with a rolled-up shirt as ball, he resolved to work on such children’s behalf “until everyone believes in Olympic Aid’s motto: ‘Every child has the right to play’” (Beijing Olympic Organizing Committee, 2008). The Jesuit scholar Hugo Rahner (cited in Lawrence, 2005) in his writings emphasizes the spiritual force of play and sport. “To play,” he explains, “is to yield oneself to a kind of magic . . . to enter a world where different laws apply, to be relieved of all the weights that bear it down, to be free, kingly, unfettered and divine.” In tossing the apple, we play, create, cooperate, challenge, dream, and grow.

Reference List

Beijing Organizing Committee for the Games of the XXIX Olympiad. (n.d.). Olympic stories: Johann Koss. Retrieved May 2, 2008, from
http://en.beijing2008.cn/ education/stories/n214077679.shtml

Favor-Hamilton, S., & Antonio, J. (2004). Fast track: Training and nutrition from America’s top female distance runner. New York: Holtzbrinck.

Fitzpatrick, J. (n.d.). About.com: Hockey—Miracle on ice: American hockey’s defining moment: How the 1980 U.S. Olympic hockey team created its “miracle on ice.” Retrieved May 2, 2008, from
http://proicehockey.about.com/cs/history/a/miracle_on_ice.htm

Freke, T. (1998). The illustrated book of sacred scriptures. New Alresford, Hampshire, England: Godsfield Press.

Gonzalez, O. (n.d.). Latino legends in sports: Edson Arantes “Pele” Nascimento. Retrieved May 2, 2008, from http://www.latinosportslegends.com/Pele_bio.htm

Jackson, P., & Delehanty, H. (1995). Sacred hoops: Spiritual lessons of a hardwood warrior. New York: Hyperion.

Jackson, S. A. & Csikszentmihalyi, M. (1999). Flow in sports: The keys to optimal experiences and performances. Champaign, IL: Human Kinetics.

Lawrence, I. (2005, April 8). The emergence of “sport and spirituality” in popular culture. The Sport Journal, 2(8). Retrieved May 2, 2008, from
http://www.thesportjournal.org/article/emergence-sport-and-spirituality-popular-culture

Marty, M. E. (1998, August). Last word: Ritual in sports, sports as ritual. The Park Ridge Center Bulletin, 5. Retrieved May 2, 2008, from http://www.parkridgecenter.org/Page127.html

National Basketball Association (n.d.). NBA encyclopedia playoff edition: Classic NBA quotes: Michael Jordan. Retrieved May 2, 2008, from
http://www.nba.com/history/Classic_NBA_Quotes_Jordan.html

Price, J. L. (Ed.). (2001). From season to season: Sports as American religion. Macon, GA: Mercer University Press.

Shipnuck, A. (2007, December 3). 2007 Sportsman of the Year. Sports Illustrated. Retrieved May 2, 2008, from
http://sportsillustrated.cnn.com/2007/magazine/specials/sportsman/2007/12/03/sportsman.2007/index.html

Tolle, Eckhart. (2005). A new earth: Awakening to your life’s purpose. New York: Penguin.

2017-08-07T11:44:23-05:00July 7th, 2008|Contemporary Sports Issues, Sports Management, Sports Studies and Sports Psychology|Comments Off on Sport and Spirituality: A Comparative Perspective
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Marketing the Triathlete

Submitted by: Adam Epstein, South College

This article will explore the triathlon world and address issues that should increase the likelihood of securing product and financial sponsorship for the triathlete. Throw out the textbooks. Forget about product, price, place, promotion for now. The only way you will be successful in marketing an elite triathlete is to have as your client an exceptional triathlete who can win races (or consistently finish in the top three) and give exposure to companies’ products and logos. This is especially true in a bear financial market in which corporate budgets are tight. (There is debate in the triathlon community as to whether to use the world “elite” or “professional” to describe exceptional athletes; triathletes are not generally paid a salary.)

Assuming you do have a truly talented, exceptional triathlete as a client, how do you maximize your client’s sponsorship potential in order to generate the revenue he or she needs to remain in the sport? Unlike other professional athletes, triathletes are not normally part of any team. There are no players’ associations (unions), no collective-bargaining agreements, and no salaries per se in the sport of triathlon. Dollars are generated in two ways: money earned at the races themselves (of which agents usually do not take a percentage) and money generated by sponsorship contracts (that’s where the money is made).

The sports marketer’s goal must be to find sponsors who will reward the triathlete for performance and exposure. Fortunately, triathlon involves swimming, biking, and running (in that order). Such diverse categories allow the sports marketer to seek sponsorship from many companies. Such a wide net of potential sponsors is found in very few sports.

Ironman vs. Olympic Triathlons

The sports marketer must understand that the triathlon world is divided into two major (and very different) categories: the Ironman1 triathlon and the Olympic-distance triathlon. Only a handful (at best) of the world’s triathletes can excel in both categories. Expect that your client will focus on only one of them. Some sponsors are concerned only with efforts in one category or the other.

The Ironman distance triathlon is truly a grueling race: a swim of 2.4 mi, a bike race of 112 mi, and then a marathon run of 26.2 mi. The Ironman distance races are often finished in the 8-to-10-hr range (you are reading that correctly), by the best competitors. Sponsors are likely to think of the Ironman triathlon when first presented with the opportunity to sponsor a triathlete.

Currently, the Ironman Triathlon World Championship—sometimes called simply Ironman Hawaii—is held in Kona, Hawaii. Another 24 Ironman events constitute the Ironman Triathlon series and are held throughout the world2 ; some involve the full race distances, and some are half-Ironman distances. Unless they are among a select few competitors who earn “lottery” slots, triathletes must qualify to compete in the Ironman Triathlon World Championship, based upon their elite or amateur status.

Much of the reason for the Ironman triathlon’s success is that NBC television broadcasts the Ironman Triathlon World Championship every year. Outside this event, virtually no other triathlon is broadcast on a major network, except during the Olympic Games.

The Olympic-distance triathlon differs markedly from the Ironman triathlon. The Olympic version comprises a 1.5-k swim (.9-mi), a 40-k bike ride (24.8-mi), then a 10-k run (6.2-mi). This sport of sprint triathlon made its Olympic debut in 2000 at the Sydney Olympics. Unlike the Ironman distance, this distance is truly a swim, bike, and run sprint. The Olympic distance, also called ITU distance (for International Triathlon Union, the international federation for the sport of triathlon), is often filled with loops on the bike and is designed to be spectator friendly. Such races are often completed in the 2-hr range by the best competitors. Triathletes earn points based upon a formula that weighs the size of the triathlon and the rankings of other participating competitors. World rankings are established under the ITU point system. Networks such as the Outdoor Life Network, ESPN, and ESPN2 broadcast Olympic-distance triathlon events, but often at off-peak hours of the day or night.

Important Triathlon Organizations and Other Resources

USA Triathlon (www.usatriathlon.org) is the national governing body for the sport of triathlon in the United States and is one of many national governing bodies under the purview of the United States Olympic Committee. The International Triathlon Union is another leading triathlon organization and maintains a website (www.triathlon.org). Visiting the two groups’ websites will allow the novice sports marketer to learn which sponsors already participate in the sport. Contacting these sponsors is a good first step. Recognize, however, that the ITU has very clear guidelines about the size and number of logos that may appear on a competitor’s jersey (Ironman triathlons do not have such limitations).

Beyond the websites, the novice sports marketer’s research might start with subscriptions to Triathlete magazine (www.triathlete.com) and Inside Triathlon (www.insidetri.com). Additionally, Katherine Williams’s Triathlon Sourcebook provides the names and e-mail addresses of athletes, coaches, companies, and events. The book is published every other year (1997, 1999, 2001); the next one is due in January 2003. It usually sells for around $30, a worthwhile investment for an agent, and you can contact the author directly at kwilliams@triathloncentral.com. Finally, visiting sponsors’ websites can give you an idea of how serious they are about participating in the sport of triathlon. Fortunately, communicating via e-mail controls up-front costs in terms of promotion of the triathlete.

Company Sponsorship and Contracts

Clearly, a sports marketer’s best first step toward securing sponsorship for an elite triathlete is to find sponsors who are already involved in the sport. Table 1 lists various product areas in which there are manufacturers who have sponsored elite triathletes.

Table 1: Triathlete sponsors and their product categories

Product Category

Examples of Sponsors
Saucony / Speedo / TYR / Adidas / Nike
bikes Javelin / Trek / Elite / Cannondale
aero bars Profile
wheels and components Spinergy / HED / Zipp
tires Continental
shoes and pedals Speedplay / Carnac / Time
helmets Rudy Project / Giro
wetsuits Speedo / Orca
glasses Rudy Project / Oakley
nutrition Twinlab / Met-Rx / Powerbar / Clifbar
hydration Gatorade / Endurox / Push / Fuel Belt
bike case Tri-All Sports
other/out-of-sport products Timex / financial services company

If you are lucky, you will find a few sponsors who are not involved in the sport of triathlon and wish to sponsor a triathlete. However, almost all sponsors expect some sort of return on their advertising investment. In seeking sponsors outside the triathlon sport, expect to receive a lot of “no thank-yous” and letters or e-mails of rejection (unless your triathlete—at either distance—is a world champion or national champion). The most likely time to find an out-of-sport sponsor is just prior to the Olympics and shortly afterward, if the triathlete wins a medal. Once a sponsor is interested, a contract may be written. In general, sports contracts focus on salary and on performance and exposure bonuses. Some companies provide only product; others frown on salary unless the triathlete is an experienced, elite professional. Use caution if you are considering a multi-year contract, especially if your client’s performance (and exposure) is anticipated to increase over time.

Publicizing an Elite Triathlete Client

Vital to your success in serving the elite triathlete client is exploring the designs of competitors’ websites. Typically, sponsors’ logos are posted and offer links to the sponsors’ websites (in turn, expect a sponsor’s site to offer links to the athlete’s site). Visiting www.usatriathlon.org will help you locate elite triathletes’ websites; the ITU website also provides links to some nice websites. Do not reinvent the wheel when working to promote a triathlete via a website; do realize that building a website costs money, and ensure that both you and your client know who will pay costs associated with the site, including the hosting fees and charges for updates and structural changes. (Updating the website in a timely manner is important.)

Attending triathlon events is always a plus for the marketer. Meeting personally with sponsors is vital to business relations and your own exposure. Often, an expo takes place in conjunction with larger triathlon events; it can be a prime time to meet with sponsors maintaining booths for promoting their products and services. Since the agent assists in the coordination of publicity for the triathlete, contacting sponsors ahead of time at an expo is a plus; of course a cell phone is essential.

Conclusion

Remember, the agent is only as good as the triathlete. A client in the news—providing exposure for sponsors—is the client most able to obtain sponsorship. Nevertheless, representing your client responsibly by completing preliminary research and establishing and maintaining contacts increases the likelihood that your client will enjoy considering as many sponsorship opportunities as possible. To really appreciate the sport and those who compete in it, you might even try swimming, biking, and running on your own.

Making a living as a triathlete’s agent may not be possible. However, it is often just as rewarding to hear the cheers of fans at races and to know that you had a small something to do with the success of a triathlete. The satisfaction lasts even when the race is just a memory, and the race-results are only a link on the Internet.

Author Note

Adam Epstein, J.D., M.B.A., chairs the legal studies department at South College in Knoxville, Tennessee. Epstein also serves as an adjunct assistant professor of sport management at the University of Tennessee. He has taught undergraduate and graduate courses in legal studies, paralegal studies, sport management, and business management since 1994.

1Registered trademark of World Triathlon Corporation, Inc.
2See www.ironmanlive.com

2015-10-24T01:32:24-05:00April 16th, 2008|Contemporary Sports Issues, Sports Coaching, Sports Exercise Science|Comments Off on Marketing the Triathlete
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National and State Youth Baseball Coaching Requirements: A State Case Study

Submitted by: Coop DeRenne, Associate Professor, University of Hawaii, Charles Morgan, Assistant Professor, San Diego State University, Ronald K. Hetzler, Associate Professor, University of Hawaii & Brad T. Taura, University of Hawaii

Abstract

The purpose of this study was to determine the requirements placed on coaches by national and state youth baseball organizations. Administrators from five national youth baseball organizations and from five youth baseball leagues in Hawaii participated in the study (N = 61). A 12-item survey was used to determine the organizations’ requirements pertaining to coaches’ education, certification, experience, and professional growth. Results indicated no requirement by either the national or the Hawaii youth baseball organizations that coaches have a high school diploma. Furthermore, neither the national nor the state organizations required a national coaching certification. Only 6.98% of the national organizations and 11.11% of the Hawaii organizations required coaches to have experience as a player, while 4.65% of the national organizations and 7.41% of the Hawaii organizations required them to have prior coaching experience. Only 44.19% of the national organizations and 55.56% of the Hawaii leagues required background checks for coaches. Coaches’ attendance at coaching training seminars was required by 9.3% of the national and 11.11% of the Hawaii organizations. Clearly, youth baseball coaches in both national and state organizations are subjected to organizational requirements at minimal levels. Based on the results and on the existing literature, the authors recommend a model for certifying youth baseball (and other) coaches.

National and State Youth Baseball Coaching Requirements: A State Case Study

Through sports, youth coaches help parents and teachers develop the whole child or teenager in preparation for life. Sports are an important arena wherein coaches have the wonderful opportunity to guide and nurture the physical, mental, social, and emotional development of youth athletes. Coaching is of great value to society, according to Gilbert, Gilbert, and Trudel (2001), because there are millions of children and teenagers who “establish a segment of themselves in organized sports during a period of their lives that is critical to their personal development.” (p.29)Within the athletic arena, coaches assume the role of educator presenting youth with opportunities to learn and use both sports skills and life skills. But as Martens (2004) has argued, coaching is more than teaching, since “[c]oaches not only guide athletes in learning technical, tactical, and life skills, they also orchestrate and direct their lives in the performance of these skills” (p. vi)

The vast majority of youth programs in the United States rely on volunteers, notably parent-coaches (Wiersma & Sherman, 2005). Because of the volunteer nature of youth coaching, it is not surprising that coaches have various educational and athletic backgrounds (Martens, 2004). Most volunteer coaches receive only limited formal training or education in coaching to prepare them for their respective coaching endeavors (American Academy of Pediatrics, 2001; Gilbert et al., 2001; Gould, Krane, Giannini, & Hodge, 1990; Weiss & Hayashi, 1996). The majority of youth coaches nationally may be inadequately prepared to appropriately nurture children’s physical, mental, social, and emotional development. Research suggests that formal coaching education influences a coach’s ability to affect learning and performance in positive ways (Martens, 2004); coaching education is rarely mandatory (Clark, 2000), despite such findings. Furthermore, the available data describing standards that state and national sports organizations set for youth coaches are limited. The primary purpose of this study was, therefore, to determine these standards, or coaching requirements, in a sample of national youth baseball organizations as well as youth leagues in the state of Hawaii.

Methods

Every administrator (N = 61) at the five national youth baseball organizations and five statewide Hawaiian youth baseball organizations involved in the study completed a survey. These administrators included national directors, regional directors, and state directors, as well as the local presidents from the state leagues. The 12-item survey contained sections on (a) required certification, (b) required play and coaching experience, (c) required continuing professional education, and (d) educational background. Each survey question was designed to elicit a yes response (1) or a no response (2). The instrument’s intent was, first, to obtain from each administrator a description of any coaching certification that was required of or recommended for head baseball coaches by the organization (Questions 1–3). Next, the survey asked about experience head baseball coaches might be required to present, both as players and as coaches, and also whether they underwent any criminal background check (Questions 4–6). Then, the survey asked whether an organization required head baseball coaches to demonstrate professional growth through formal continuing education, and whether mandatory meetings of team parents were (Questions 7–10). Finally, the instrument surveyed the administrators about any education requirements established for head baseball coaches (Questions 11–12) (see Table 1). Frequency distributions and percentages quantifying the administrators’ responses were determined so that the five Hawaii youth baseball leagues could be compared and contrasted. Data were analyzed using descriptive statistics.

Results

Table 1 and Table 2 present descriptive statistics. Concerning the required certification of coaches, results indicate that neither the surveyed national youth baseball organizations nor the surveyed state leagues required any formal certification of head baseball coaches. In addition, according to the administrators, only three national organizations (6.98%) required head coaches to pass CPR and first aid certification examinations before they could act as coaches (see Table 1). One local president of a Hawaii state league similarly required coaches to obtain CPR and first aid certification prior to the season (see Table 2).

Concerning play and coaching experience required of coaches by national and state youth baseball organizations, only 3–5% of the national organizations required their head coaches to have any playing experience or any earlier coaching experience in baseball prior to coaching. Similarly, only 7–11% of the surveyed administrators from Hawaii state leagues reported that league coaches were required to have experience playing or coaching baseball.

In addition, only 44.19% of the national organizations required background checks for head baseball coaches prior to their assignment as coaches. Hawaii league administrators were slightly more likely to require background checks (55.56%), with just over half reporting their organizations required background checks.

Table 1

Number & Percentage of National Organization Administrators’ Yes/No Responses to 12 Items

Requirement Little League (n = 9) PONY (n = 1) Babe Ruth/ Cal Ripken (n=4)
Yes No Yes No Yes
Certification of head coach mandated by national group 0 (0%) 9 (100%) 0 (0%) 21 (100%) 0 (0%)
Certification mandated by national group may be modified by administrator 9 (100%) 0 (0%) 18 (85.71%) 3 (14.29%) 4 (100%)
CPR/first aid certification of head coach 2 (22.22%) 7 (77.78%) 1 (4.76%) 20 (95.24%) 0 (0%)
Baseball playing experience of head coach 0 (0%) 9 (100%) 3 (14.29%) 18 (85.71%) 0 (0%)
Baseball coaching experience of head coach 0 (0%) 9 (100%) 2 (9.52%) 19 (90.48%) 0 (0%)
Criminal background check for head coach 7 (77.78%) 2 (22.22%) 4 (19.05%) 17 (80.95%) 0 (0%)
Annual examination over rules & regulations for head coach 0 (0%) 9 (100%) 1 (4.76%) 20 (95.24%) 0 (0%)
Academic preparation in coaching for head coach 0 (0%) 9 (100%) 4 (19.05%) 17 (80.95%) 0 (0%)
Seminars in coaching offered to head coach 9 (100%) 0 (0%) 14 (66.67%) 7 (33.33%) 2 (50%)
Mandatory team parent meetings 1 (11.11%) 8 (88.89%) 8 (38.10%) 13 (61.90%) 0 (0%)
High school diploma needed by head coach 0 (0%) 9 (100%) 0 (0%) 21 (100%) 0 (0%)
College degree needed by head coach 0 (0%) 9 (100%) 0 (0%) 21 (100%) 0 (0%)

Table 2

Number & Percentage of National and State Administrators’ Yes/No Responses to 12 Items

Requirement National (n = 34) Hawaii (n = 27)
Yes No Yes No
Certification of head coach mandated by national group 0 (0%) 43 (100%) 0 (0%) 27 (100%)
Certification mandated by national group may be modified by administrator 40 (93.02%) 3 (6.98%) 26 (96.30%) 1(3.70%)
CPR/first aid certification of head coach 3 (6.98%) 40 (93.02%) 1(3.70%) 26 (96.30%)
Baseball playing experience of head coach 3 (6.98%) 40 (93.02%) 3 (11.11%) 24 (88.89%)
Baseball coaching experience of head coach 2 (4.65%) 41 (95.35%) 2 (7.41%) 25 (92.59%)
Criminal background check for head coach 19 (44.19%) 24 (55.81%) 15 (55.56%) 12 (44.44%)
Annual examination over rules & regulations for head coach 1 (2.33%) 42 (97.67%) 0 (0%) 27 (100%)
Academic preparation in coaching for head coach 4 (9.30%) 39 (90.70%) 3 (11.11%) 24 (88.89%)
Seminars in coaching offered to head coach 31 (72.09%) 12 (27.91%) 20 (74.07%) 7 (25.93%)
Mandatory team parent meetings 9 (20.93%) 34 (79.07%) 6 (22.22%) 21 (77.78%)
High school diploma needed by head coach 0 (0%) 43 (100%) 0 (0%) 27 (100%)
College degree needed by head coach 0 (0%) 43 (100%) 0 (0%) 27 (100%)

Finally, concerning the professional growth or continuing education of youth baseball head coaches, only a small portion (9.30%) of the national organizations required head coaches to complete any coaching education prior to becoming a head coach, according to surveyed administrators. A similar 11.11% of the state organizations required coaching education for head coaches. While the organizations tended to lack continuing education requirements for head coaches, 80% of the studied organizations at the national level did offer seminars for their coaches (see Table 1), as did 74.07% of the Hawaii baseball leagues (see Table 2).

In addition, 3 of the 5 national organizations did not mandate team parent-coach meetings, and the remaining 2 indicated that only a small number of coaches in the organization held parent meetings at which head coaches addressed team goals and rules, player responsibilities and discipline, and parents’ and coaches’ behavior. The survey data from administrators of Hawaii leagues were similar, with only 22.22% mandating or even offering a limited number of team parent meetings.

Discussion

The results of this study are consistent with the majority of published work, although they do challenge a few earlier findings. Concerning certification, for example, our survey findings support the literature, with no contradictory results obtained: The national organizations and Hawaii organizations require no formal certification of coaches. The present findings furthermore show that the national administrators, collectively, joined the Hawaii local presidents in reporting that the organization or league they represented had autonomy to modify certification requirements. (Nevertheless, according to this study’s results, neither national nor Hawaii youth baseball administrators have created certification requirements for their coaches.)

Findings of the present study diverged from those in the literature, however, in terms of required CPR and first aid certification of coaches. According to earlier published research, no national organization requires CPR and first aid training for coaches. Our survey findings identified three administrators (from the Little League and PONY organizations) who said they required head baseball coaches to become CPR and first aid–certified; in addition, one local president in a Hawaii organization required coaches to obtain such certification prior to the season. This raises a meaningful question: Given that the present study found national and Hawaii administrators alike to affirm their autonomy to modify the certification requirements applied to coaches, why did only four of them deem CPR and first aid certification important enough to mandate?

Concerning the experience requirements established for head coaches, the present results might be described as disturbing. Only a very small percentage (see Tables 1 and 2) of national administrators (6.98%) and Hawaii league local presidents (11.11%) said their organizations required coaches to have played baseball in high school. While play experience does not guarantee that a coach can motivate each player to psychomotor, cognitive, and social growth, coaches who played in high school seem likelier than coaches lacking that background to offer the relevant experiences (and strong knowledge base) that benefit teams. DeRenne’s discussion (1993) of four “I’s” suggests goals for the volunteer parent-coach, all of which are built on the kind of information a former player should possess. According to DeRenne, team members must be informed, instructed, and inspired by the coach if coaching is to be successful; to accomplish these tasks requires good information, for which even the best intentions are no substitute (1993).

Even more disturbing than organizations’ lack of requirements about coaches’ experience as players is their lack of standards concerning prior coaching experience. An astoundingly low 4.56% of national administrators and 7.41% of Hawaii administrators (see Table 1 and Table 2) required their head coaches to have prior baseball coaching experience. First-year head coaches who are appointed or elected “team leader” despite having no athletics background may find the road difficult to navigate; on the other hand, the first-year head coach who is an experienced assistant coach steers clear of many difficulties. It should be remembered that on-the-job training of coaches comes at the expense of players. DeRenne (1993) has also addressed the importance of experience as well as information, writing that knowledge is the sum of information plus experience, and noting that, “[W]ith [k]nowledge comes AWARENESS. If you have good information, practical experience, and have gained some knowledge, you are dwelling more on what can go right and less on what can go wrong” (p. 11)

The present study’s findings furthermore diverged from the literature in terms of background checks for prospective coaches. According to one article on Little League Baseball, the organizations requires of all its coaches, volunteers, or other persons who may regularly contact Little League athletes to be cleared by a sex offender background check (“Criminal and Sex Offender Registry,” 2005). The present findings, however, showed only 77.78% of Little League administrators to require criminal background checks and substance abuse screenings for all prospective coaches. The Little League organization might look to its brother organization, the Police Activities League, or PAL, for a model of responsible administration: PAL demands 100% compliance with its background check policy concerning coaches.

In terms of professional growth or continuing education requirements for youth baseball coaches, the present findings indicate that national and Hawaii organizations send mixed messages to coaching volunteers. There was no annual rules-and-regulations examination for coaches in 97.67% of national organizations and in 100% of Hawaii organizations, according to our findings. Similarly, 90.70% of national organizations and 88.89% of Hawaii organizations did not mandate any coaching seminars or other training sessions, although, interestingly, they did tend to offer coaches optional seminars, clinics, or the like, in hopes of fostering professional growth (72.09% of national organizations, 74.07% of Hawaii organizations).

Finally, concerning coaches’ educational backgrounds, the present study found not one national or Hawaii league administrator who said an organization required head baseball coaches to hold a high school diploma or college degree. While a completed formal education does not in itself guarantee coaching success, diplomas do indicate some degree of responsibility and maturity, qualities that are necessary in those who lead young athletes.

Recommendations

The research findings prompt a strong suggestion to national and state youth baseball organizations that they adopt coaching certification as policy. Ideally, any prospective head coach in any national or state organization would be required to meet uniform certification criteria. Specific certification criteria should include (a) mandatory attendance to coaching training or seminars leading to successful completion of an examination; (b) passing an examination/certification in CPR and first aid; (c) mandatory preseason parent-coach team meetings, (d) high school playing experience, (e) high school diploma; (d) criminal background check extending to substance abuse, as well; (e) high school playing experience; and (f) experience as an assistant baseball coach or head coach in another sport.

Furthermore, it is recommended that the coaches be required to conduct mandatory pre-season meetings with team parents and that the youth baseball organizations each appoint a supervisor responsible to oversee and unify youth baseball policies based on guidelines from the National Alliance of Youth Sports (NAYS, 2005) recommendations. Finally, Wiersma and Sherman’s (2005) eight recommendations for preparing youth sports coaches also merit adoption. These researchers called for NASPE standards to be incorporated into “content that encompasses issues specific to communities” They also advocated league programs that foster mentoring between experienced and new coaches; called for consistency across organizations in terms of requirements for coaches’ preparation; and recommended board members’ greater presence at practices and games. Wiersma and Sherman also point to the benefits of season-long and even year-round educational opportunities for coaches, and also of university-community collaboration to devise and implement sound programs and policies. They argue that the content of coaching educational programs should suit the age, gender, and athletic level of an organization’s players. Finally, Wiersma and Sherman suggest, and the present researchers agree, that the purview of conduct codes for players’ parents should be limited to behavior that is observable, and that codes should accommodate “objective enforcement”

References

American Academy of Pediatrics, Committee on Sports Medicine and Fitness & Committee on School Health. (2001, June). Organized sports for children and preadolescents. Pediatrics, 107(6), 1459–1462. Retrieved March 28, 2008, from http:// aappolicy. aappublications.org/cgi/content/full/pediatrics;107/6/1459

National Alliance for Youth Sports. (n.d.) Recommendations for communities. Retrieved January 1, 2006, from http://www.nays.org/nays_community_recommendations.pdf

Clark, M. A. (2000). Who’s coaching the coaches? In J. R. Gerdy (Ed.) Sport in school: The future of an institution (pp. 55-65). New York: Teachers College, Columbia University.

Criminal and sex offender registry search tool available to local Little Leagues (2005). Little League Baseball, Updated January 7, 2005.

DeRenne, C., & House, T. (1993). Play ball: The new baseball basics for youth coaches, parents, and kids. Minneapolis, MN: West.

Gilbert, G., Gilbert, J., & Trudel, P. (2001). Coaching strategies for youth sports. Journal of Physical Education, Recreation and Dance, 72(5), 41–46.

Gould, D., Krane, V., Giannini, J., & Hodge, K. (1990). Educational needs of elite U.S. national team, Pan American, and Olympic coaches. Journal of Teaching in Physical Education, 9, 332–344.

Martens, R. (2004). Successful coaching. Champaign, IL: Human Kinetics.

Martens, R., Flannery, T., & Roetert, P. (2003). The future of coaching education in America. Retrieved September 15, 2004, from http://www.nfhs.org/cep/articles/futurecoaching.htm

National Association for Sport and Physical Education. (1995). National standards for athletic coaches. Dubuque, IA: Kendall/Hunt.

Weiss M., & Hayashi, C. (1996). The United States. In P. DeKnop, L. M. Engstrom, B. Skirstad, & R. Weiss (Eds.), Worldwide trends in youth sport (pp. 43–57). Champaign, IL: Human Kinetics.

Wiersma, L., & Sherman, C. (2005). Volunteer youth sport coaches’ perspectives of coaching education/certification and parental codes of conduct. Research Quarterly for Exercise and Sport, 76, 324–338.

Author’s Note: Correspondence for this article should be sent to Coop DeRenne,
Associate Professor, University of Hawaii, KLS Department, 1337 Lower Campus Rd.
Honolulu, Hawaii 96822. Email: Coop@Hawaii.edu.

2015-10-22T23:43:39-05:00April 2nd, 2008|Sports Coaching, Sports Facilities, Sports Management|Comments Off on National and State Youth Baseball Coaching Requirements: A State Case Study
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Sport Management Field Experiences: The Impact of the Federal Labor Standards Act on Internships

Submitted by: David Gargone, United States Sports Academy Doctoral Student

Abstract

This paper examines the importance of the internship experience in sport management curriculums and how field experiences are affected by the Federal Labor Standards Act (FLSA). The academic discipline of sport management relies heavily on internships to assist students with the application of classroom theory in professional environments, and these internships are unpaid. The FLSA does not speak specifically to unpaid internships. A review of court cases dealing with professional sport organizations suggests that adjustments need to be made to the FLSA or to sport management curriculums in order to protect student interns from unfair labor practices.

Sport Management Field Experiences: The Impact of the Federal Labor Standards Act on Internships

Business and education departments in colleges and universities across the globe have embraced the growing presence of professional and recreational sports and have implemented curriculums in the field of sport management. As the field of sport management continues to grow in the business world, the demand for qualified professionals continues to expand. According to Case (2007), over 200 graduate and undergraduate programs exist in the field of sport management, and the number of sport management programs has continued to grow at a rapid pace. In the past 2 years the number of bachelor’s, master’s, and doctoral degree programs in sport management has grown to a total of 309 (Scremin, 2007).

Although a key component of preparing sport management students for the real world is their progression through a sport management–specific curriculum, more research is beginning to focus on the importance of field experiences in the preparatory process (Cunningham & Sagas, 2004). A field experience can also be known as an internship, practicum, or mentorship, depending on the details of the experience and the preferences of the educational program. The field experience serves as an integral part of sport management programs (Ross & Beggs, 2007), providing an opportunity for learning that is not available in the classroom. Challenging internships that allow the student to play an active role in an organization enhance the educational value of the experience to the student (Cunningham, Sagas, Dixon, Kent, & Turner, 2005). Through them, students have the opportunity to acquire new skills while applying theories learned in the classroom. A student’s confidence will also grow when there is a sense of serving the organization in a positive manner.

While the field of sport management offers lucrative positions that may initially interest students in the industry, the reality is that they must start a sport management career at the ground level. Most of the industry positions for sport management interns are unpaid (Case, 2007). Although the primary objective of a field experience is for the student to apply theories learned in the classroom in a professional atmosphere, some educators feel that students are being taken advantage of in non-wage situations (Cunningham & Sagas, 2004). Some professional sport organizations have come under direct fire concerning their overreliance on unpaid interns. However, the labor laws in the United States do not have clear language dealing with unpaid internships.

The purpose of this paper is to illustrate the importance of field experiences in the sport management curriculum by evaluating current curricular trends at leading universities within the sport management discipline. Additionally, labor laws associated with unpaid internships and specific court cases dealing with professional sport organizations and interns will be presented.

Sport Management Program Review Council

As the sport management discipline caught hold and the academic community recognized sport management as a viable area of study, education professionals decided that curricular guidelines were needed (SMPRC, 2000). In 1987, the National Association for Sport and Physical Education (NASPE) developed a set of guidelines for sport management programs. Less than 2 years later, NASPE organized a task force including members of both NASPE and the North American Society for Sport Management (NASSM) to continue to develop curricular guidelines. This task force is known as the Sport Management Curriculum Review Council (SMPRC). The SMPRC created a comprehensive set of guidelines that included required and recommended areas of content. Specific guidelines were made for baccalaureate, master’s, and doctoral sport management degree programs. Although the initial guidelines were accepted by the majority of schools offering sport management programs, revisions to the original guidelines were made in 1999. Each SMPRC requirement for degree programs is categorized under standard areas such as “Governance in Sport” or “Marketing” (SMPRC, 2000, pp. 6, 9). For a bachelor’s degree program, the final SMPRC standard is “Field Experience in Sport Management.” The SMPRC (2000) says of the field experience that

An undergraduate student will benefit from culminating in-depth practical experience(s) before entering the sport industry. These experiences help the student bridge the gap between classroom learning and practical application in sport settings. They allow students to explore career options, develop management skills, and gain a greater understanding of the total operation of sports organizations. (p. 9)

The SMPRC requires that sport management programs must have their undergraduate students engage in a field experience.

The SMPRC has similar requirements at both the master’s and doctoral levels (SMPRC, 2000). The premise for the master’s level changes slightly, taking into account that the graduate student may already have experience working in sport management. The required further experience should be geared toward enhancing the student’s network and increasing the likelihood of job placement upon degree completion, according to the SMPRC (2000). The focus changes again at the doctoral level. The SMPRC identifies two focus paths for student internships. One is for those doctoral students who plan to teach at the college level. The internship for such students should focus on gaining experience in an educational setting, with possible tasks including teaching lower level sport management classes, conducting research, or providing supervision to undergraduate interns. The second focus path is for doctoral students who plan on being practitioners of sport management. The internship for these students should include more independent work in the industry than is demanded during undergraduate or master’s degree internships.

Curriculum Approval and Internship Requirements

Even though sport management is a growing discipline in academia, there is still a fundamental inconsistency in the programs across the country. An ongoing debate exists concerning the placement of the sport management program within an academic department. Some sport management programs are found in business departments (Overton, 2004), while others are located in physical education departments. Wherever a sport management program may be housed, its approval by the SMPRC is solely based on whether it meets curricular standards (SMPRC, 2000). Currently, 85 programs are approved by the SMPRC (NASSM, 2007), comprising only 27.5% of sport management programs in the United States. According to a study done by Scremin (2007), 22% of undergraduate sport management programs have received approval (n = 41), 24% of master’s degree programs have received approval (n = 26), and 21 % of doctoral programs have received approval (n = 3). The difference between NASSM’s and Scremin’s results (85 approved, 70 approved) illustrates that 15 additional programs have been approved by the SMPRC since July 2007.

Although the number of approved programs is only a small portion of the total number of programs, this does not seem related to a lack of internships or field experiences within the programs. Nearly 77% of sport management programs at the bachelor’s, master’s, and doctoral levels have some type of internship requirement (Scremin, 2007). Scremin reported that 90% of programs at the bachelor’s level require an internship (n = 161), 65% of those at the master’s level require an internship (n = 70), and 43% at the doctoral level require an internship (n = 6). The high percentages at the bachelor’s and master’s levels represent a strong commitment to internships for both undergraduate and graduate students.

Labor Concerns and Federal Regulations

A widely debated aspect of the sport management field experience generally is compensation for student work (Foster & Moorman, 2001). Compensation is typically in the form either of academic credit or monetary wages. In academia, credit hours are usually awarded based on the number of hours required by the internship. The SMPRC requires internships to be at least 400 hours (SMPRC, 2000), for which the student usually receives at least 12 hours of academic credit. Financial compensation for field experiences is of growing concern to both universities and students, however. Most internships available in the sport industry do not offer monetary compensation to the student, although increasing debate surrounds this issue in the sport management field (Foster & Moorman, 2001). A number of professional organizations, specifically professional baseball franchises, rely on interns to be able to operate each season. The majority of these interns are unpaid, yet the franchises would not be able to operate without the interns. The question becomes not only whether such a practice is ethical, but also is it legal according to federal labor regulations?

In 1938, the federal government enacted the Fair Labor Standards Act (FLSA) in order to establish a wage floor and protect the general public from the practice of cheap labor (FLSA Overview, 2007). At that time, the United States Congress felt that hourly workers had no protection or bargaining power vis-à-vis their employers. Without bargaining power, workers had no choice but to accept the substandard wages offered by employers, just to survive. The government felt the wages were so low that an acceptable way of living was not possible. Aside from implementing a minimum wage, the FLSA also addressed issues of overtime compensation, employee recordkeeping, and child labor.

The FLSA protects employees who work in both the public and private sectors (FLSA Overview, 2007). Currently, all companies that engage in interstate commerce and surpass $500,000 in annual sales must comply with the FLSA. (The FLSA also governs certain other companies regardless of annual revenue, including medical facilities, schools, colleges and universities, and all government agencies.) Thus most professional sport organizations and franchises are required to comply with the FLSA.

Federal Exemptions

Some sport organizations, however, have been successful in receiving exemptions from the FLSA. Under a provision of the FLSA, “seasonal and recreational establishments” can be granted an exemption upon approval (FLSA Exemption, 2007). In order to receive an exemption, the organization must satisfy half of a two-part test for seasonal or recreational character. The first part of the test requires the organization to demonstrate that it does not operate for more than 7 months in any calendar year. It is difficult for professional sport organizations to meet this requirement. The second part of the test, the seasonal receipts test, requires that an establishment illustrate that its average income for any 6 months of the previous year did not exceed one third of the average receipts for the other 6 months. This is also a difficult standard for any sport organization to meet.

FLSA Employment Classifications

Although some sport organizations do receive exemptions through the seasonal and recreational establishments clause, others who have not been exempted have found advantage in the FLSA’s lack of clarity about internships and other field experiences (FLSA Employment Status, 2007). Section 14(a) of the FLSA, for example, specifies several types of employees not protected under the act and allows lesser compensation in their cases; while interns are not among these specified employee groups, so-called learners, student-learners, and apprentices are specified in Section 14(a). The FLSA defines a learner as

[a] worker who is being trained for an occupation, which is not customarily recognized as an apprenticeable trade, for which skill, dexterity and judgment must be learned and who, when initially employed, produces little or nothing of value. Except in extraordinary circumstances, an employee cannot be considered a “learner” once he/she has acquired a total of 240 hours of job-related and/or vocational training with the same or other employer(s) or training facility(ies) during the past three years. An individual qualifying as a “learner” may only be trained in two qualifying occupations. (¶ 2)

The internship requirements of the SMPRC call for an experience of at least 400 hours (SMPRC, 2000), which exceeds the cutoff of 240 hours for learner status.

Although most sport management students would not fit the learner classification throughout a field experience, the student-learner category might seem potentially applicable (FLSA Employment Status, 2007). The FLSA defines a student-learner as

[a] student who is at least sixteen years of age, or at least eighteen years of age if employed in an occupation which the Secretary has declared to be particularly hazardous, who is receiving instruction in an accredited school, college or university and who is employed on a part-time basis, pursuant to a “bona fide vocational training program” as defined in subpart C of this part. (¶ 3)

However, the SMPRC guidelines (2000) define internships as a “full-time work experience in the sport industry (40 hours/week) that are [sic] offered for academic credit.” Therefore, if a sport management intern is enrolled in a program that has been approved by the SMPRC, that intern cannot be counted a student learner, either. The FLSA itself states that apprenticeships are not regulated by the provisions of the act (FLSA Employment Status, 2007). The FLSA defines an apprentice as

[a] worker, at least sixteen years of age unless a higher minimum age standard is otherwise fixed by law, who is employed to learn a skilled trade through a registered apprenticeship program. Training is provided through structured on-the-job training combined with supplemental related theoretical and technical instruction. This term excludes pre-apprentices, trainees, learners, and student-learners. (¶ 4)

Initially, this definition might seem to approximate the SMPRC’s description of the internship, especially if a program has received the council’s approved. Sport management students should receive on-the-job training that draws on classroom theories and provides technical experience. However, the FLSA goes on to limit apprenticeable occupations to those requiring a minimum of 2,000 hours of on-the-job experience. It is difficult to imagine that the sport management student in a 400-hour internship can legally be considered an apprentice for whom below-minimum wages are permitted—even should part of his or her compensation be academic credit.

Case Law Concerning Internships

While the FLSA does not identify the work arrangements typical of most sport management internships as the kind that can be unpaid or compensated below minimum wage, the courts nevertheless have sided with professional sport organizations in certain instances when such companies have sought exemptions. Professional baseball organizations have done particularly well in cases involving the seasonal or recreational establishment exemption.

The first court case involved the Sarasota White Sox, a minor league affiliate of the Chicago White Sox, and Ronald R. Jeffery, a groundskeeper employed by the team (Jeffery v. Sarasota White Sox, Inc., 1995). Jeffery had worked for the Sarasota White Sox for a number of years and sought overtime wages for overtime work performed since the beginning of his employment. In light of the team’s schedule, he had put in more than 40 hours weekly on several occasions, receiving the same compensation for those weeks as for others. The team claimed that the FLSA’s seasonal or recreational establishment clause exempted it from overtime wage requirements, and the court ruled in its favor (Jeffery v. Sarasota White Sox, Inc., 1995). The Sarasota White Sox passed both tests for the exemption. In the previous 5 seasons of its existence, the team made over 99% of its revenues during the 6-month period March through August. In addition, the club participated in a 6-month season only, surviving the 7-month test also posed by the clause. Therefore, the Sarasota White Sox received the exemption and were not required to pay overtime wages or adhere to any other stipulation of the FLSA.

Two additional cases involving Major League Baseball clubs also centered on the seasonal or recreational establishment exemption in the FLSA. The first case involved Adams, the plaintiff, and the Detroit Tigers, Inc., operating company of the Detroit Tigers. The plaintiff had been a bat boy for the team and was seeking compensation representing overtime pay for his work exceeding 40 hours per week (Adams v. Detroit Tigers, Inc., 1997). The Detroit Tigers responded as the Sarasota White Sox had, claiming exemption from the FLSA. The court recognized that the Detroit Tigers organization operated on a yearly basis, yet it also determined that Tiger Stadium operated on a 7-month schedule only, making the operation of the venue seasonal. The Tigers won the case and their exemption remained intact.

The second case in Major League Baseball was brought by maintenance workers. Robert Bridewell, Stanley McAlpin, Daisy Pearl, Melville Walker, and Eddie Rogers filed a suit seeking overtime compensation from their employer, the Cincinnati Reds, for the 1990–93 seasons (Bridewell et al. v. Cincinnati Reds, 1998). The plaintiffs claimed they were owed overtime wages by ruling of the FLSA. Unlike the Detroit Tigers (or the Sarasota White Sox), the Cincinnati Reds struggled to justify their perceived exemption from the FLSA. Initially, the district court found in favor of the team because its competitive season lasted only 7 months. An appellate court, however, found for the maintenance workers because the Cincinnati Reds employed at least 120 employees throughout each month of the year. According to the higher court, the Cincinnati Reds were not exempted from FLSA regulations; the maintenance workers received overtime wages for the 1990–93 seasons.

Conclusions

In terms of education, field experiences are essential to the preparation of sport management students for successful careers. As research has indicated, students who complete meaningful internship assignments have the opportunity to gain skills while applying the theories they have mastered within their academic curricula. In order to ensure that sport management students continue to enjoy this opportunity, internship supervisors and sport industry professionals need to establish specific guidelines governing field experiences. A possible solution would be for the SMPRC or other governing council to establish a set of regulations concerning student internships. Although some universities have already established guidelines for field experiences, having a set of universal standards may improve the experience for all of those involved.

The biggest problem affecting sport management internships has to be the increasingly high percentage of unpaid internships. Thousands of sport management students work tirelessly for professional sport organizations across the country. The business of sports is booming, but interns’ compensation does not reflect the boom. Since the Federal Labor Standards Act does not address this problem fully, modifications to the current legislation may be in order. Many sport organizations rely on interns to maintain the daily operations of the team. An example is the very common sport industry position of ticket seller. Teams cannot survive without ticket sales, but still today’s FLSA regulations—in particular its seasonal or recreational establishment clause—leaves interns without options. The federal government may want to reassess the tests used to justify the exemption of teams based on their seasonal nature.

The legal cases cited here did not involve sport management interns, but the general themes of the cases illustrate how the Federal Labor Standards Act affects student internships. Currently, most professional sport organizations operate with the exemption in hand, allowing the work of interns and some other employees to be under-compensated. Under the present conditions, then, sport management students need to familiarize themselves well with any position under consideration. They must also grasp the idea that they will very likely work for less than the minimum wage.

As the academic discipline of sport management continues to grow, improvements in curriculum design and field experience programs will certainly occur. In order to ensure that the ultimate goal, education, remains at the forefront of such improvements, students, professors, and sport industry professionals must continue to work together with a single mission. Ultimately, the field experiences required in most sport management programs have a largely positive impact on all of those involved. Changes in some current practices, along with some additions to the Fair Labor Standards Act, will assist the field of sport management as it moves forward.

References

Adams v. Detroit Tigers, Inc., 961 F. Supp. 176 (E.D. Mich. 1997).

Bridewell et al. v. Cincinnati Reds, 155 F.3d 828, 830 (6th Cir. 1998).

Case, R. (2007). Sport management internships can open the door to a student’s future. Virginia Journal, 29(1), 43–44.

Cunningham, G., & Sagas, M. (2004). Work experiences, occupational commitment, and intent to enter the sport management profession. Physical Educator, 61(3), 146–156.

Cunningham. G., Sagas, M., Dixon. M., Kent. A., & Turner, B. (2005). Anticipated career satisfaction, affective occupational commitment, and intention to enter the sport management profession. Journal of Sport Management, 19(1), 43–57.

FLSA Employment Status. Retrieved November 20, 2007, from http://www.dol.gov/dol/allcfr/ESA/Title_29/ Part_520/29CFR520.201.htm

FLSA Exemption. Retrieved November 20, 2007, from http://www.dol.gov/esa/regs/compliance/ whd/whdfs18.htm

FLSA Overview. Retrieved November 20, 2007, from http://www.dol.gov/esa/whd/flsa/

Foster, S., & Moorman, A. (2001). Gross v. Family Services Inc.: The internship as a special relationship in creating negligence liability. Journal of Legal Aspects of Sport, 11, 245–267.

Jeffery v. Sarasota White Sox, Inc., 64 F.3d 590, 594 (11th Cir. 1995).

NASSM sport management programs: United States. Retrieved November 20, 2007, from http://www.nassm.com/InfoAbout/SportMgmtPrograms/United_States

Overton, R. (2004). Hiring and supervising an athletic department intern. Coach & Athletic Director, 73(9), 76–79.

Ross, C., & Beggs, B. (2007). Campus recreational sports internships: A comparison of student and employer perspectives. Recreational Sports Journal, 31(1), 3–13.

Scremin, G. (2007). The secret shopper report. Unpublished manuscript, United States Sports Academy, Daphne, Alabama.

Sport Management Review Program Review Council. (2000). Sport management program standards and review protocol. Reston, VA: National Association for Sport and Physical Education.

2013-11-25T21:54:46-06:00April 2nd, 2008|Contemporary Sports Issues, Sports Facilities, Sports Management|Comments Off on Sport Management Field Experiences: The Impact of the Federal Labor Standards Act on Internships
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