The National Olympic Committee: Its Role and Position at the Dawn of the 21st Century

First of all, I wish to thank the President of the IOA, Mr. Isidoros Kouvelos, and the Director, Mr. Dionyssis Gangas, for their honoring invitation to speak as a lecturer at this Session. I share with both of them a sincere, enduring friendship and sports cooperation.

The subject was a challenge for me and should maybe be the topic of a one-day meeting, for I believe that the problems and challenges facing the Olympic Movement are many, just as there are many opposite views on where Olympism and its principles are heading today, in the 21st century.

Looking briefly back to the last century, we see that since the 70s, and especially during the 80s, the World Sports Movement has gone through a major crisis. The first problem is related to the escalation of violence inside and outside competition venues. Hooliganism has become the plague of football matches both inside and outside the stadiums, placing world sports authorities in a difficult position. The second problem is doping that was quite often encouraged by the governments of the former Eastern bloc. Alongside these two problems, we have witnessed terrorist attacks during the Olympic Games (Munich Olympic Village in 1972, Atlanta Olympic Park in 1996) and, during the Cold War, the boycotting of the Olympics by the USA and the former Soviet Union and their allies (Moscow 1976, Los Angeles 1980).

To answer the question, “What is the NOC’s role in the 21st century?“ one should take into account not only the conditions that prevail today worldwide, but also those that will follow. On the one hand, there are major scientific and technological breakthroughs that contribute to the propagation and development of sport, but on the other you have a financial crisis, an institutional crisis, a value crisis, and scandals that come to light even within the IOC in connection to briberies accepted by its members during the voting for the 2002 Olympic Winter Games. The crisis continues to exist within the Olympic Movement, as the problems of the past century persist with an additional factor, commercialization, which has invaded all levels of sport and the Olympic Movement and makes the situation even worse.

As crises occur, their handling depends on the administration and leadership of each NOC, which determines the levels of its authenticity. Dealing with a crisis requires leadership skills. When times are difficult, we all feel the temptation to compromise or forget our principles. However, the Olympic principles that have been handed down are not negotiable and should not disappear as the result of excessive commercialization. NOCs and, above all, the IOC, have the duty to be something more than the managers of the Olympic Idea. They have the duty to be its trustees.

The NOC’s mission is set out in the Olympic Charter (Rule 31, art. 2.1), according to which their mission is to develop and protect the Olympic Movement in their respective countries. The following paragraphs of this article detail the areas on which they should focus their activities.

Their first obligation is to propagate the fundamental principles of Olympism and contribute to their diffusion through educational programs. The precise definition of Olympism cannot be found in the best known international dictionaries, nor is it contained in the Olympic Charter. Moreover, Coubertin himself refrained from giving a definition, and it seems that the term was coined and appeared from 1909 onward as a set of values. These values are not clearly defined, but they are the basic values of ancient Greek philosophers who believed that young people should exercise in order to have a healthy body and should also cultivate their ethical and spiritual values in order to attain perfection. This standpoint is based on five elements: (a) unity of mind and body, (b) development of abilities, (c) impartiality, (d) fair play; and (e) peace. It is, therefore, obvious that today the philosophy of Olympism pursues pedagogical and educational objectives and does not influence only those who participate in the Olympic Games, but also millions of people who watch them on their television sets.

### The NOC And Olympic Education

In this century, the era of innocence for sport has irrevocably ended, and this is why we should understand that Olympic education is the primary element of the Olympic Movement and its quintessence.

Having established that, I believe that the NOCs should intensify their efforts of promoting Olympic education, which should be developed in two directions. The first involves theoretical consideration of the philosophy, sociology, and psychology of Olympism, with the view to enhancing its values. The second refers to the educational process as such that will initiate young people to the values of the Olympic Movement. This can be achieved in the following ways:

a. Through the athletes who have competed or won at the Olympic Games. Great athletes fascinate people with their fame and glory, and they may become role models for youth. The popularity and prestige which athletes enjoy at national and international level should be built on as they represent Olympism’s best ambassadors.
b. Through sports organizations and, in particular, through their country’s national federations and associations that can promote the spirit of sport and the principles of _fair play_, as well as combat violence and drug use propensity.
c. Through the media propagating Olympic education, by highlighting the great moments of the Olympic Games and interviews with their stars that focus on the human interest angle of their personal stories.
d. Finally, NOCs can propagate Olympism and its principles, especially in countries that have organized Olympic Games, through the volunteers. The Olympic Movement has the largest participation of volunteers, more than any other organization, and with proper training by NOCs, they can become the best heralds of Olympism.

The hovering question in the sports-loving world today is the following: Does sport build ethical persons, or should we build ethical persons who will become involved in sport? The answer is that by spreading Olympic education, we can build ethical persons.

### The Autonomy Of NOCs And Political Interventions

It is very important to protect and ensure the autonomy of NOCs. Each NOC is an independent legal entity and should not fall prey to political exploitation or be dependent on political authority. Unquestionably, NOCs should work to maintain harmonious cooperation with their governments and appropriate government bodies (Rule 31, §5). Quite often governments intervene in the operation of sports institutions to an extent that violates the autonomy of sports associations or federations, and even of the NOC, either through financial support by means of regular or special grants, or through legislative provisions. Such intervention becomes easier when government support leads to financial dependence. NOCs should, therefore, organize their relationship with the government in a way that ensures that the support they receive does not turn into subordination and dependence.

The fact that the European Parliament has been dealing with this problem since 2009 shows how serious it is. The “White Paper on Sport,” sets out the guidelines that will create the future framework of the European Policy for Sport, taking into account the specific nature of sport and respectful of its autonomy and self-governing status (Μ. Μavromatis, 9th Congress of Sports Administration – The Olympic Movement in society, 2008).

Moreover, history teaches us that politics have always been present in the development of the Olympic Movement, since its inception, and participate in all the facets of social life, including sport politics and sport that must live together and establish a general framework of mutual respect (J. A. Samaranch, p.88).

If NOCs realize that there are political interventions that abolish the autonomy of the Olympic Movement in their country, or that the principles of the Olympic Charter are not respected, they should immediately notify the IOC and ask for its help.

### The Obligations Of NOCs And Financial Resources

The NOCs have the exclusive powers for the representation of their country at the Olympic Games and world competitions and must participate in the Games of the Olympiad by sending athletes (Rule 31, § 3). This means that they also have the obligation to develop Olympic preparation programs to enable their athletes, if they cannot win a medal, to participate in a fitting manner. The problem of the athletes’ preparation in those difficult economic conditions is extremely complex. Already since the beginning of the last decade, it has become clear that there will be cut-downs in government grants in the future, and several governments have communicated their views and encouraged their National Federations and NOCs to seek new sources of financing for sport. In return, they propose concluding agreements with private sponsors. The Greek government, in the context of its austerity program, has already reduced by 20% the Federation’s budget for 2010. In my opinion, the end of government grants, for NOCs in particular, will be a serious blow to sports promotion and development. What’s more, under difficult economic conditions, even the most traditional national sponsors (banks, foundations, enterprises, etc.) are reluctant. For the National Sponsorships ‘experiment’ to succeed, NOCs will have to ask their governments to introduce by law significant tax reliefs, equal to the amounts offered, to provide some kind of incentive to sports sponsors.

I also believe that NOCs should re-assess their sports need In order to reduce expenses by developing a National Sports Plan with priorities and new objectives. This can be achieved by ranking the sports that each NOC will support for Olympic preparation. Specialized studies by sports experts will be needed to establish which sports people like best combined with the country’s sports tradition and citizens’ physical and psychological conditions. Let me give you the example of Greece, a country with a population of 11 million, that finances from the state budget 32 Federations of Olympic Sports (28 summer and 4 winter sports) and approximately 20 Federations of non-Olympic Sports. This cannot go on under the present conditions. It is an enormous waste! Each NOC should, therefore, select, based on strict criteria, the sports to be financed for Olympic preparation among those that have a strong chance of doing well at the Olympics. This choice should be reasoned and based on documented research. Sports that will not be selected could be developed by means of private sponsors’ funds. If their athletes achieve good performances, these sports could then be funded by the State Budget or join the NOC Olympic Preparation Program. In this way, promising sports will obtain larger amounts, while the development of the other sports will continue to be encouraged.

### Olympic Preparation Programs

As already mentioned, NOCs have exclusive powers for the representation of their respective countries at the Olympic Games. This means an additional responsibility for the good appearances of their athletes. Until the Seoul Games (1988), there was no limit to the number of entries. However, faced with the problem of gigantism as new sports were added to the Olympic program, the IOC decided that from the Barcelona Games (1992) onward the number of competitors should not exceed 10,000. This is still the case today, apart from a few exceptions. To ensure that this maximum number will not be exceeded, the IOC, in cooperation with the IFs concerned, every four years establishes, qualification criteria and limits that are different for each (individual-team) sport wishing to ensure participation of athletes from all continents, as well as top level performances. Moreover, in order to help developing countries that are represented by less than six athletes, the IOC may decide to offer a small number of one or two places in each sport. This could also be the case for countries whose athletes failed to meet the IOC’s criteria. The aim of this decision is to allow all countries to participate symbolically and propagate the world spirit of Olympism. Under these new conditions, the NOC of a country that does not have top performance sports and wishes to be represented at the Olympic Games, even by one athlete, should present the relevant request to the IOC that will decide following consultation with the International Federation concerned and the Organizing Committee of the Olympic Games. The above clearly show that NOCs must develop programs for the Olympic Preparation of their athletes. The working-out of this program should start right after the closing of the Olympic Games, setting as time horizon the opening of the next celebration of the Games.

The program should also establish, from the very beginning, the selection criteria and limits for the athletes and teams whose Olympic preparation will be supported, depending on the NOC’s objectives each time. This is an objective system that ensures transparency and prevents any political or other interference. During a first stage, based on the criteria, the athletes of the pre-Olympic team will be selected by means of this system. It would, however, be useful for each NOC to set up a special Olympic Preparation Commission whose members would remain, for the whole four-year period, in close contact with the Federations and the athletes to help them solve any problems and guide them. I think it would be a good idea to mention the five main areas on which the Olympic Preparation Program should focus, in my view:

1. The legal framework that governs sports, which should also include incentives for athletes of all levels.
2. The planning of the sports programs of the country’s federations. This planning should include: (a) the training schedule (in the country and abroad), (b) the competition schedule (for qualifications, goals), (c) scientific support (ergometrics, sports medicine, physiotherapy, psychology, etc.)
3. Planning control and monitoring by the NOC.
4. Assistance and support by state bodies, mainly the Ministries of Education, Defence, Health, Labour, etc.
5. Financing of programs from the state budget. It should be noted here that the IOC does not give NOCs any finances for their Olympic preparation. However, as we will see further on, direct financial assistance can be provided to elite athletes through Olympic Solidarity.

At this point, it is worth noting that the Hellenic Olympic Committee developed in 1986 for the first time an Olympic Preparation Program for the Olympic Games with limits and criteria for the athletes who would be taking part in the Seoul 1988 Olympics. These criteria were accepted by all Federations when they were submitted to them; however, during the plenary meeting (30.08.1988) that would finalize the list of athletes to be entered for the Games, a number of Federation representatives expressed reservations when it became apparent that wellknown athletes would be excluded from the Games because they failed to meet the criteria and limits. In the end, by an overwhelming majority (23–2), the Plenary of the Hellenic Olympic Committee decided to respect the criteria. As could be expected, after the announcement of the Olympic Team from which some famous names were missing, there was a general outcry against the decision on the part of the athletes who had been excluded and by their Federations. Moreover, there were also some unexpected political reactions. The aunt of an excluded sailing athlete, who was Deputy Minister of Education, resigned after denouncing the Hellenic Olympic Committee and demanded the athlete’s Inclusion in the Olympic Team.

Despite strong reactions and unbearable pressure, the Committee did not change its decision, and so the criteria and Olympic Preparation Programs were established in this way and are regularly readjusted. These programs proved to be extremely useful. Greece, from a single medal in the 1988 Olympic Games, reaped 16 medals in 2004 and has achieved excellent results in all sports at the international level. For history, let me mention that the excluded athlete who was 18 at the time won three Olympic medals at the next Olympiads, is still competing today, and represents a shining example for our youth, a model of sports ethics and fair play, and offers huge services to sports education.

### The IOC’s Financial Support To NOCs

NOCs can, under certain conditions, obtain financial support from the IOC through the Olympic Solidarity Commission. This Commission, in accordance with Rule 8 of the Olympic Charter, is responsible for the management and redistribution of the share of the television rights from the broadcasting of the Olympic Summer and Winter Games, which belongs to the NOCs and represents 6%. The Commission is chaired by the President of the IOC, and it develops programs for technical, educational, and financial assistance. These programs are numerous and varied, and their aim is to promote the development of sport, from grass root to top performance level throughout the world, by helping athletes in each country.

NOCs have the right to use all these programs that enable them to implement their activities and draw upon the financial benefits resulting from the celebration of the Olympic Games in order to develop and support sport in their countries.

Today, there are 21 programs that cover four main areas of action: athletes, coaches, NOC management, and special issues. These programs help developing countries, in particular, and those facing financial difficulties, in the last stage of their athletes’ preparation for the Olympic Games.

1. Athletes: (a) preparation in training centers and participation in qualifying competitions, (b) individual scholarships for participation in the Olympic Games, (c) identification of new talents at national level. The athlete is the central figure of the Olympic Games.
2. Coaches: The coach’s role for the athletes’ preparation is pivotal. The object of these programs is to offer coaches the possibility to acquire the necessary technical knowledge with the help of specialized programs, such as,

* technical courses at national and regional level for all sports;
* Scholarships on sports science subjects in academic establishments and training in specific sports; and
* development of the national coaching structure with the support of a foreign coach who will train national coaches, training programs, etc.

3. NOCs can use and benefit from programs of

* administration assistance, technological and IT support and electronic communication, marketing;
* sports administration for NOC officials; and
* further education of their country’s sports administrators.

4.Finally, NOCs are given the opportunity to draw upon Olympic Solidarity’s programs concerning the Environment, Women for Culture and Education, Sports Medicine, Sports for All, etc.

### NOCs – The Problem Of Doping And Violence

As mentioned already, the problem of doping and violence originated in the previous century. Unfortunately, despite the efforts that were made in this first decade, far from diminishing, they are steadily increasing.

Doping, in particular, is the scourge of modern sport. Doping cases have not dropped. Random, out-of-competition controls, as well as those performed during the Olympic Games, show, in fact, that their number is rising. Some theoreticians report that the IOC and the NOCs, despite the Olympic Charter’s strict provision (Rule 31, §2.6), did not realize from the start, the magnitude of the problem; they reacted with laxity and leniency and failed to arrive at a precise definition of doping. This view is partly correct, for it is true that the IOC for the first time in 1987 (94th Session) encouraged governments to apply the general legislative measures on combating drugs and to adopt specific laws for doping. Until then, the use of banned substances and methods was only punishable by disciplinary sanctions, as it was considered to be just a sports offence. Very few countries, including Greece (1975), considered this to be a criminal offence as well, entailing harsh sanctions against user athletes, and even harsher for traffickers and pushers. I was among the first who affirmed that doping was also a criminal offence, as it harms: (a) the athlete’s health, (b) sport’s social and cultural role, and (c) the authenticity of the sports result (cf. IOC 1986). Closing this subject, I believe that doping is the outcome of sport’s commercialization, which has permeated the Olympic Movement. The gold bars and the astronomical bonuses handed out at the different Grand Prix, drive athletes to the use of banned substances. Furthermore, the commercial contracts that top athletes are allowed to sign with different sponsor companies of the Olympic Games for their products’ promotion, in addition to acting as an incentive for greater efforts, are also an incentive for higher profits, which will also lead to the use of banned substances. In this way, one of the fundamental principles of the Olympic Movement, the principle of _fair play,_ is abolished.

I am not a pessimist, but I am worried about these very close contacts with huge financial Interests.

Violence is a phenomenon, which has existed since man was born, and has remained, through time, a major component of human life in all its manifestations that has grown periodically.

Sport, which is closely linked to social life, could not prevent the arrival of violence in its domain, all the more so since competition is one of the elements of sport. We are talking about the violence that breaks out inside and outside sports venues, often with tragic results, as people lose their lives or are seriously wounded, and facilities extensively damaged. Violent incidents were originally limited to football matches, but, as time went on and the phenomenon became stronger, these incidents also occurred during the meetings of other team events.

As the number of these incidents was growing after the Heysel tragedy (1985), European governments were compelled to sign the European Convention on Violence at Sports Events (1986). Furthermore, in 1997, the European Union included in its program for combating criminality the amount of 600 million euros for the period 2007-2013. At the same time, the Council of Europe adopted a Code of Sports Ethics.

All the above measures, combined with Rule 31, paragraph 2.5, of the Olympic Charter, do not appear able to control this social phenomenon that is steadily expanding.

In this area, NOCs are invited to take action in order to support the ideological framework of Olympism. This should be an educational action, for this lasting phenomenon has shown that repressive measures alone are not enough. Sports education and Olympic philosophy must become part of school educational programs. This will lead to prevention that is far better than repression.

### NOC Marketing And The Commercialization Of Olympism

There is no doubt that in the days of Juan Antonio Samaranch’s presidency (1980-200), the Olympic Movement achieved financial independence, mainly through the exploitation of TV rights and marketing activities under the TOP program. At the same time, however, the number of athletes was growing, as new sports that had interest for only a limited number of sports fans were added. This led to the gigantism of the Olympic Games and to the considerable expansion of their program. The IOC became aware of the problem and decided to remove a number of sports but added others. The risk of commercialization was very much present, and it was important to achieve a delicate balance, in the marketing sector, in particular, to prevent the selling off of the Olympic Idea and Symbols (Olympic emblem, Olympic flame, etc.) in return for financial profits.

NOCs can improve their finances by offering, with caution, their emblems to National Sponsors, in accordance with the Olympic Charter.

Sport today becomes identified with business activity. Each sector sustains the other. Owners of big teams, athletes’ and coaches’ managers, fan clubs, etc., are involved in these transactions. The commercialization of sport is linked to the globalization of the economy and the domination of multinationals to the detriment of the real values of Olympism. I believe that the NOCs, through their representatives who are IOC members, should sound the alarm, because if this situation persists, sport will become the image of capital and capital the image of sport. However, one of the IOC’s powerful figures, R. Pound, affirms that without commercialization and because of the enormous cost of staging the Olympic Games, no government would be able to meet the expenses of such a huge and costly event.

### Epilogue

It is quite possible that, to quote Michael Paine, the IOC’s Marketing Director:

> The Olympic Games have avoided disaster and become the best known franchise brand. The answer though comes from the past, from Pierre de Coubertin himself, ‘My friends and I have not worked to give you the Olympic Games so that they will be turned into a museum object or a subject for the movies (there was no TV at the time), nor so that commercial or political interest should take them over.’

I leave it to you to draw the conclusions.

2013-11-25T17:35:06-06:00August 5th, 2010|Contemporary Sports Issues, Sports Management|Comments Off on The National Olympic Committee: Its Role and Position at the Dawn of the 21st Century

Preschool Children’s Level of Proficiency in Motor Skills and the Level of their Physical Fitness as Adolescents

Full Title: A longitudinal study to determine and comprehend the relationship between preschool children’s level of proficiency in motor skills and the level of their physical fitness as adolescents

Abstract

The epidemic of pediatric obesity and associated health-related issues in America is correlated with sedentary behavior and physical inactivity. The purpose of this longitudinal research study was twofold: a) to determine if a relationship existed between the level of motor skill proficiency among children at preschool and the level of physical fitness in adolescence and b) to determine if the embedding of learned motor patterns associated with physical activity correlated with physical fitness longitudinally. In 1988, the Test of Gross Motor Development (TGMD), which assesses locomotor and object control skills, was administered to 140 preschool-aged children, ages 4 to 6 years, who were recruited purposively from two day care centers in a large metropolitan city. In 1999, the American Alliance for Health, Physical Education, Recreation, and Dance (AAHPERD) Fitness test, which has correlational validity with the TGMD (p < 0.01) and assesses cardiorespiratory, muscular/strength, flexibility, and body composition, was administered to 140 of the original subjects, aged 14 to16 years. Data analysis was completed using multivariate statistical procedures. Results indicate that the level of proficiency in motor skills in early childhood is predictive and correlates with the level of physical fitness in adolescence (p < 0.001). Further, embedded motor patterns in the primary motor cortex can be physically assessed and correlate with the presence or absence of the targeted learning physical activity objectives. Physical activity in early childhood is positively correlated with physical fitness in adolescence, supporting the importance of pedagogical practices in physical education that promote the physiological and psychological embedding of behaviors which encourage physical activity. Future research is warranted to determine the relationship between physical fitness and cognitive development in children and adolescents.

Key Words: Adolescent, Childhood, Fitness, Abilities

Introduction

According to the Centers for Disease Control (CDC), in the year 2000, 64% of adults in the United States were overweight, depicting an epidemic of individuals at risk for health-related issues associated with obesity (6). As stated in Healthy People 2010, young citizens are potentially vulnerable for becoming sedentary with progressive age and a goal of the United States is to improve the health, fitness, and quality of lives through participation in daily physical activity (7).

Sedentary behavior is correlated with an increased incidence of cardio respiratory and endocrinologic disorders, including hyperlipedemia and Type II diabetes mellitus in children and adults (5). Immunologic dysfunction has likewise been associated with inactivity, and the reduction in the levels of circulating lymphocytes, particularly CD4 and CD8 cells, essential for the control of the development of malignancy, has been noted in sedentary patients (4). Eosinophilic proliferation, which is critical in the suppression of allergic reactions, has also been correlated with exercise (3). Further, hypokinetic activity is associated with the progression of cognitive and executive function decline in individuals with neurologic disorders such as Alzheimer’s and multi-infarct brain syndrome (2). Minimal human research has been conducted regarding cognition and exercise in normative pediatric cohorts. However, animal research correlates increased neurogenesis and the proliferation of neuronal cells, components associated with increased memory and learning capabilities, with physical activity levels (8).

The embedding of motor patterns in the primary motor cortex occurs in infancy and the repetition of rudimentary movements provides the foundation for the development of progressively more complex motor activities (1). Physiological attributes are associated with primary motor cortex development which naturally occurs throughout the human growth and development cycles (2). The literature is bereft of research which explores the relationship between early childhood physical activities and maintained physical fitness levels. The purpose of this longitudinal research study was twofold: a) to determine if a relationship existed between the level of motor skill proficiency among children at pre-school and the level of physical fitness in adolescence and, b) to determine if the embedding of learned motor patterns associated with physical activity correlated with physical fitness longitudinally.

Methods

In 1988, the Test of Gross Motor Development (TGMD), which assesses locomotor and object control skills, was administered to 140 healthy preschool children, aged 4 to 6 years, who were purposively recruited from two day care centers in a large metropolitan city. In 1999, the AAHPERD fitness test, which has correlational validity with the TGMD (p < 0.01) and assesses cardiorespiratory, muscular/strength, flexibility, and body composition, was administered to 140 of the original subjects, aged 14 to 16 years. Data analysis was completed using multivariate statistical procedures.

Results

Results indicate that the level of proficiency in motor skills in early childhood is predictive and correlates with the level of physical fitness in adolescence (p < 0.001) (Tables 1-5). Specific physical attributes associated with locomotor and manipulative skills measured at baseline and in adolescence by the TGMD and AAHPERD indicate primary motor cortex development, evident in limb and forearm movement, muscle composition, and coordination required to longitudinally perform physical activities, such as running, skipping, galloping, etc. (Table 6). Development and progression of skill acquisition is individualized, requiring assessment and instruction relative to the child. Implications for curriculum development for the training of physical education professionals is suggested in light of the physiological and neurological aspects of skill development.

Table 1
Means of TGMD and AAHPERD Scores

Mean Males Females
TGMD
Locomotor Skill
   Raw 16.11 16.03 16.20
   Standardized 11.91 11.65 12.20
Manipulative Skill
   Raw 9.19 11.09 6.98
   Standardized 12.77 14.08 11.26
Total
   Raw 25.29 27.12 23.18
   Standardized 24.68 25.73 23.46
Age 4.8 4.84 4.77
AAHPERD
Time to Run 80.93 66.70 97.35
No. Sit-ups 46.40 51.53 40.48
Flexibility Reach 33.47 32.20 34.94
Triceps/Body Comp. 13.06 9.20 17.51

Table 2
Linear Regression: Time To Run 1.5 Miles

Beta S.E. R Sq. P Value
(p < x)
Total TGMD Score as Predictor
Intercept 136.23 5.45 0.44 0.001
Total TGMD -2.24 0.22
Total TGMD Score: Body Composition
Intercept 71.71 6.3 0.74 0.001
Total TGMD -0.87 0.18
Body Composition 2.35 0.19
LSS Score as Predictor
Intercept 108.13 5.49 0.16 0.001
LSS Score -2.28 0.44
LSS: Body Composition
Intercept 134.76 4.48 0.53 0.001
LSS Score -0.76 0.27
Body Composition 2.72 0.17
MSS Score as Predictor
Intercept 134.76 4.48 0.53 0.001
MSS Score -4.21 0.34
MSS Score: Body Composition
Intercept 74.66 6.4 0.75 0.001
MSS Score -1.74 0.34
Body Composition 2.18 0.2

Table 3
Linear Regression Number Sit-ups

Beta S.E. R Sq. P Value
(p < x)
Total TGMD Score as Predictor
Intercept 7.88 2.61 0.63 0.001
Total TGMD 1.56 0.10
Total TGMD Score: Body Composition
Intercept 26.11 401 0.70 0.001
Total TGMD 1.17 0.12
Body Composition -0.66 0.12
LSS Score as Predictor
Intercept 23.90 2.88 0.33 0.001
LSS Score 1.89 0.23
LSS: Body Composition
Intercept 45.87 3.20 0.60 0.001
LSS Score 1.27 0.19
Body Composition -1.11 0.12
MSS Score as Predictor
Intercept 12.90 2.42 0.60 0.001
MSS Score 2.62 0.18
MSS Score: Body Composition
Intercept 29.32 4.43 0.65 0.001
MSS Score 1.95 0.23
Body Composition -0.60 0.14

Table 4
Linear Regression Flexibility / Reach

Beta S.E. R Sq. P Value
(p < x)
Total TGMD Score as Predictor
Intercept 14.73 2.03 0.39 0.001
Total TGMD 0.76 0.08
Total TGMD Score: Body Composition
Intercept 9.08 3.41 0.41 0.001
Total TGMD 0.88 0.10
Body Composition 0.21 0.10
LSS Score as Predictor
Intercept 18.63 1.70 0.38 0.001
LSS Score 1.25 0.14
LSS: Body Composition
Intercept 20.21 2.43 0.38 0.001
LSS Score 1.20 0.15
Body Composition -0.08 0.09
MSS Score as Predictor
Intercept 21.53 2.09 0.20 0.001
MSS Score 0.93 0.16
MSS Score: Body Composition
Intercept 19.18 4.08 0.21 0.001
MSS Score 1.03 0.21
Body Composition 0.09 0.13

Table 5
Linear Regression: Triceps Once / Body Composition

Beta S.E. R Sq. P Value
(p < x)
Total TGMD Score as Predictor
Intercept 27.47 1.71 0.35 0.001
Total TGMD -0.58 0.07
LSS Score as Predictor
Intercept 19.71 1.64 0.012 0.001
LSS Score -0.56 0.13
MSS Score as Predictor
Intercept 27.56 1.40 0.45 0.001
MSS Score -1.14 0.11

Table 6
Physical Assessment and Corresponding Motor Cortex Development

Skill Primary Motor Cortex Motor Areas (X1 strong, X2 moderate, X3 weak)
Hips Knees Ankles Toes Shoulder Upper Arm Elbow Forearm Wrist Digits
Running X1 X1 X1 X1 X2 X2 X2 X2 X3 X3
Walking X1 X1 X1 X1 X2 X2 X2 X2 X3 X3
Hopping X1 X1 X1 X1 X2 X2 X2 X3 X3 X2
Jumping X1 X1 X1 X1 X3 X3 X2 X2 X2 X2
Leaping X1 X1 X1 X1 X1 X2 X2 X2 X3 X3
Sliding X1 X1 X1 X1 X1 X2 X2 X2 X3 X3
Stationary
Bouncing
X3 X3 X3 X3 X2 X1 X1 X1 X1 X1
Overhead
Throwing
X1 X2 X3 X3 X1 X1 X1 X1 X1 X2
Catching X3 X3 X3 X3 X2 X2 X1 X1 X1 X1

Discussions and Conclusions

Physical activity in early childhood is positively correlated with physical fitness in adolescence, supporting the importance of pedagogical practices in physical education that promote the physiological and psychological embedding of behaviors which encourage physical activity. Further, physical assessment of attributes which correlate with primary motor cortex growth and development supports the presence or absence of embedded motor skills, supporting the need for tailoring specific lesson plans for motor cortex growth and development for individual learners. The development of assessment protocols and recommendations and educator training modules is warranted in light of the results of this research study.

Applications in Sports

Comprehension of the cerebral function in motor skills development is essential for the physical educator. In the acquisition of motor skills which facilitate learning of particular sports, specific and associated movements and patterns correlate with motor cortex growth and development. Therefore, comprehension of the physiology and stage of motor skill is essential for coaches and physical educators to enhance individual and team performance.

References

Fisher, A., Reilly, J. J., Kelly, L. A., Montgomery, C., Williamson, A., Paton J. Y., & Grant, S. (2005). Fundamental movement skills and habitual physical activity in young children. Medicine Science in Sports & Exercise 37(4): 684-688.

Hillman, C., Erickson, K., Kramer, A. (2008). Be smart, exercise your heart: Exercise effects on brain and cognition. Nature Reviews Neuroscience 40 (1): 166-172.

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Corresponding Author

Michelle Reillo, RN, PhD: gasbear@aol.com

2015-10-02T23:26:50-05:00July 9th, 2010|Contemporary Sports Issues, Sports Exercise Science, Sports Studies and Sports Psychology|Comments Off on Preschool Children’s Level of Proficiency in Motor Skills and the Level of their Physical Fitness as Adolescents

Educating Sports Entrepreneurs: Matching Theory to Practice

Abstract

Sports entrepreneurship courses are part of sports management programs because some students hope to own their own sports-oriented business, and major sports conglomerates look to hire employees with entrepreneurial skills. Sports management instructors prepare students for these challenges. However, not all sports entrepreneurship instructors have owned their own businesses nor worked for large sports corporations. As a result, this study was conducted to determine if sports entrepreneurship instructors and sports entrepreneurs agree on the content that should be taught in sports entrepreneurship courses in order to prepare students for the real-world.

Results of the study indicate that sports entrepreneurship instructors do agree on a set of content standards for sports entrepreneurship courses, specifically, the Consortium for Entrepreneurship Education National Content Standards (1). Additionally, when ranking the content skills, sports entrepreneurship instructors and sports entrepreneurs agreed on four of the five top skills students should be taught in order to be successful sports entrepreneurs.

Key Words: Sports Entrepreneurship, Entrepreneurs, Sports Education, Sports Entrepreneurship Courses

Introduction

Sport management programs continue to grow in number. Since the first sport management program was developed at Ohio University in 1966, programs continue to spread across the United States and the world. According to the North American Society for Sport Management, there are more than 200 sport management programs in the United States alone (6). This growth has prompted a need for innovation within sport management curricula and the development of courses that are high quality, content-rich, and flexible.

The sports industry is the third largest industry in the United States, accounting for more than $213 billion dollars a year in revenues (3). Kurtzman (4) outlined the importance of sports tourism as the impetus for the pursuit of business entrepreneurship, economic impact, and profitability. He categorized sports tourism jobs into categories of events, resorts, cruises, tours and attractions – along with listed subgroups in those categories. These subgroups, such as sports events planning and sports tour operators, are areas that are ripe for entrepreneurial endeavors.

An industry as large as the sports industry requires educated people to run a variety of sports related businesses. However, it should not be assumed that sports entrepreneurs are only owners of professional sports franchises. The sports industry entails a variety of sub-businesses, both large and small. For example, there are owners of health club facilities, sports arena and facility operators, league owner/operators, sporting goods store owners, sports ticket agencies, and sport physical therapists – just to name a few. Sport management students take sport entrepreneurship courses in order to learn the skills that are necessary to operate these types of sport-related businesses.

On the other hand, sport management instructors are entrusted with preparing their students for jobs in sport-oriented businesses. It is up to them to develop effective curriculum that prepares students for careers in an industry that is constantly changing and evolving. However, not all sport entrepreneurship instructors have owned their own businesses nor worked for large sports corporations. Research into what type of content and skills sport entrepreneurship instructors are teaching was sorely needed.

This study was conducted to compare what sport entrepreneurship instructors and practicing sport entrepreneurs believe are the important skills necessary to teach sport entrepreneurship students in order to be successful in running sport-oriented businesses. It is relevant to sports entrepreneurship educators as well as students of sports management programs – in regards to gauging what is currently being taught in sports entrepreneurship courses.

Methods

There were two research populations for this study. The research populations included: 1) NASPE/NASSM instructors of sport entrepreneurship courses in college level sport management programs that are accredited by the National Association for Sport and Physical Education (NASPE) and the North American Society for Sport Management (NASSM). 2) Sport entrepreneurs located throughout the United States in a variety of sports oriented businesses.

Two hundred and seventeen (217) sport management instructors were identified through their faculty web pages. However, it should be noted that this was not a complete list of sport entrepreneurship instructors, because there is no way to determine how many of these sport management instructors actually taught sport entrepreneurship courses. The instructors that were contacted, were all members of sport management programs, and taught sports management related courses at the time the data was gathered. However, all sport management programs do not have sport entrepreneurship courses, nor do all sport management professors teach sport entrepreneurship. Therefore, it was impossible to get an exact count of how many sport entrepreneurship instructors exist in NASPE/NASSM accredited sport management programs. Ultimately, 43 (N = 43) sport entrepreneurship instructors participated in the study.

The second research population consisted of 250 sport-oriented businesses. The researcher randomly selected four sport-oriented businesses in each of the fifty states in the United States of America. Small sport-oriented businesses were chosen, as opposed to utilizing owners of large sports conglomerates. This is because they represented a good mix of sport-oriented businesses and they were more indicative of the types of businesses that would have been opened by recently graduating sports management students. Ultimately 67 (N = 67) sport entrepreneurs participated in the study.

The research instruments that were used to conduct this study were two questionnaires that were developed and piloted by the researcher and reviewed by a panel of experts to achieve validity and reliability.

The questionnaires were administered via email and regular mail for both research populations. The questionnaires were made available over the Internet to maximize participation. The researcher created electronic versions of the questionnaires and administered them on the Internet using www.surveymonkey.com.

Results

The Instructor Group was comprised of 88.4% males and 11.6% females, with 60.4% of the overall population between the ages of 36 and 55. A doctorate or master’s degree was held by 72.1% of the population. 60.4% were associate or full professors. 88.4% had 5+ years of general teaching experience. 90.7% had some type of online teaching experience. 93% had some type of blended teaching experience. 81.4% taught in 4-year colleges or universities or in graduate programs. Finally, 79.1% had sports entrepreneurship courses as an elective at their respective institutions.

An analysis of the descriptive data of the Sport Entrepreneur Group was as follows. 85.1% of the Sport Entrepreneur Group were males whereas 14.9% were female. 68.6% were between the ages of 36 and 55. 82.1% had some type of college degree. Sporting goods store owners were the largest type of business represented by this group at 37%. 25.4% of the Sport Entrepreneur respondents were relatively new businesses that had been in existence less than five years. On the opposite end, 20.9% of the group had been in business for over 25 years. The largest legal structure was a sole proprietorship at 34.3%. 38.8% of the business had over $500,000 in revenues. 17.9% only had themselves as the only employee whereas 83.6% had anywhere up to 14 employees.

To address the question of whether there is a universal set of content standards in sports entrepreneurship courses, both groups were asked if they thought that CEE’s National Content Standards (1) (Appendix A) were a complete list of all of the skills and traits necessary for sports entrepreneurship students to learn in order to become successful business owners. The results were as follows:

Table 1.1 Are CEE’s National Content Standards Complete? (Instructors)

Yes or No Frequency Percent
Yes 41 95.3
No 2 4.7

Table 1.2 Are CEE’s National Content Standards Complete? (Sports Entrepreneurs)

Yes or No Frequency Percent
Yes 65 97.0
No 2 3.0

For further analysis, a Mann-Whitney U Test was conducted to see if there were any differences between the two groups with regard to the whether they believed CEE’s National Content Standards were a complete list of the skills and traits necessary for sports entrepreneurship students to learn in order to become successful business owners. This test was administered with a .05 significance level. As the results indicated, the two tailed, significance was .650 – representing that there was no significant difference between the two groups. Table 1.3 demonstrates the results of the Mann-Whiney U Test.

Table 1.3 CEE’s National Content Standards Both Groups

Is the CEE National Content Standards List Complete?
Mann-Whitney U 1416.500
Wilcoxon W 3694.500
Z -.453
Asymp. Sig. (2-tailed) .650

Grouping Variable: Instructor or Entrepreneur

Because the Consortium for Entrepreneurship Education’s 15 National Content Standards might be too ambitious to cover in just one sports management course, both groups were asked to rank the top five of the fifteen National Content Standards (1). This question is necessary because despite the course delivery mechanism (online, face-to-face), the top five content standards should be feasible to teach in any one course.

Table 1.4 Ranking of Top 5 Content Standards

Standards Group Rank #1 Rank #2 Rank #3 Rank #4 Rank #5 TOTAL %
Entrepreneurial Processes Instructors 11.6% 4.7% 2.3% 2.3% 4.7% 25.6%
Entrepreneurs 14.9% 6% 1.5% 1.5% 23.9%
Entrepreneurial Traits/Behaviors Instructors 7% 2.3% 2.3% 2.3% 14%
Entrepreneurs 3% 13.4% 4.5% 1.5% 22.4%
Business Foundations Instructors 9.3% 9.3% 11.6% 4.7% 7% 41.9%
Entrepreneurs 17.9% 7.5% 11.9% 1.5% 4.5% 43.3%
Communication/Interpersonal Skills Instructors 37.2% 14% 4.7% 7% 2.3% 65.1%
Entrepreneurs 38.8% 13.4% 14.9% 4.5% 4.5% 76.1%
Digital Skills Instructors 2.3% 2.3% 7% 4.7% 2.3% 18.6%
Entrepreneurs 1.5% 3% 7.5% 11.9%
Economics Instructors 2.3% 2.3% 4.7%
Entrepreneurs 3% 3% 1.5% 7.5%
Financial Literacy Instructors 4.7% 7% 14% 2.3% 4.7% 32.6%
Entrepreneurs 1.5% 7.5% 9% 4.5% 6% 28.4%
Professional Development Instructors 2.3% 2.3% 2.3% 4.7% 11.6%
Entrepreneurs 1.5% 4.5% 6%
Financial Management Instructors 14% 32.6% 9.3% 2.3% 58.1%
Entrepreneurs 9% 28.4% 14.9% 10.4% 3% 65.7%
Human Resource Management Instructors 7% 7% 9.3% 18.6% 41.9%
Entrepreneurs 7.5% 4.5% 10.4% 10.4% 32.8%
Information Management Instructors 2.3% 18.6% 16.3% 2.3% 39.5%
Entrepreneurs 4.5% 14.9% 1.5% 4.5% 25.4%
Marketing Management Instructors 4.7% 2.3% 9.3% 18.6% 23.3% 58.1%
Entrepreneurs 3% 7.5% 25.4% 19.4% 55.2%
Operations Management Instructors 2.3% 7% 16.3% 11.6% 37.2%
Entrepreneurs 4.5% 1.5% 23.9% 17.9% 47.8%
Risk Management Instructors 2.3% 2.3% 14% 18.6%
Entrepreneurs 1.5% 1.5% 3% 10.4% 16.4%
Strategic Management Instructors 9.3% 2.3% 2.3% 2.3% 16.3%
Entrepreneurs 1.5% 3% 3% 6% 13.4%

Table 1.4 indicates the individual content standard, along with the responses for the two research groups. Table 1.4 also indicates the percentage rankings of each content standard. The top five from both groups were: communication and interpersonal skills, financial management, marketing management, and business foundations. The two groups only differed in one of the top five areas. The instructor group listed human resources management in their top five, whereas the sports entrepreneur group listed operations management in their top five.

It is also interesting to note that the bottom three standards that both research groups felt were the least needed skills and traits were: Professional Development, Economics, and Digital Skills.

An Independent Samples T-test was conducted to compare the Instructor Group and Sport Entrepreneur Group rankings of the National Content Standards on an individual basis (Table 1.5). The Independent Samples T-test illustrated Levene’s Test of Quality Variance, a significance level, and a significance level for a two tailed test. The results indicated that there was significance in three of the fifteen National Content Standards: Digital Skills, Financial Management, and Strategic Management. This was determined by looking at the Sig. (two-tailed) column and finding the results that are below the 0.05 alpha level. SPSS provides two different statistics to choose from, depending on whether or not equal variances are assumed. One must look at the Sig. column first in order to determine if the numbers under the equal variances assumed, or equal variances not assumed row is to be used. If the Sig. level is over 0.05, then equal variances are assumed – so one would use the results in that row under the Sig. (two tailed) column.

Table 1.5 Independent T-test for Individual Rankings for Both Groups

Levene’s Test for Equality of Variances t-test for Equality of Means
F Sig. t Df Sig. (2-tailed) Mean Diff. Std. Error Diff. 95% Confidence Interval of the Difference
Lower Upper
Entrepreneurial Processes Equal variances assumed 4.112 .053 1.417 25 .169 .74 .521 -.335 1.812
Equal variances not assumed 1.315 16.063 .207 .74 .561 -.451 1.929
Entrepreneurial Traits Equal variances assumed 2.768 .113 1.783 19 .091 .80 .449 -.139 1.739
Equal variances not assumed 1.445 6.560 .195 .80 .554 -.527 2.127
Business Foundation Equal variances assumed .014 .908 1.321 45 .193 .54 .406 -.282 1.354
Equal variances not assumed 1.305 34.784 .200 .54 .411 -.298 1.371
Communication/Interpersonal Skills Equal variances assumed .138 .712 -.558 77 .579 -.16 .285 -.727 .409
Equal variances not assumed -.563 57.181 .576 -.16 .283 -.725 .407
Digital Skills Equal variances assumed .855 .371 -2.668 14 .018 -1.38 .515 -2.480 -.270
Equal variances not assumed -2.668 11.536 .021 -1.38 .515 -2.503 -.247
Economics Equal variances assumed 2.959 .146 2.023 5 .099 2.10 1.038 -.569 4.769
Equal variances not assumed 2.689 3.921 .056 2.10 .781 -.086 4.286
Financial Literacy Equal variances assumed .167 .686 -.816 31 .421 -.35 .433 -1.237 .530
Equal variances not assumed -.816 28.129 .422 -.35 .433 -1.241 .534
Professional Development Equal variances assumed .036 .854 -.482 7 .644 -.45 .933 -2.657 1.757
Equal variances not assumed -.474 6.062 .652 -.45 .950 -2.769 1.869
Financial Management Equal variances assumed 8.228 .006 -2.248 67 .028 -.55 .243 -1.030 -.061
Equal variances not assumed -2.460 63.283 .017 -.55 .222 -.989 -.102
Human Resources Management Equal variances assumed .012 .914 .588 38 .560 .22 .369 -.530 .965
Equal variances not assumed .588 36.452 .560 .22 .369 -.531 .966
Information Management Equal variances assumed .311 .581 .804 32 .427 .24 .293 -.361 .831
Equal variances not assumed .804 29.471 .428 .24 .293 -.363 .833
Marketing Management Equal variances assumed 1.631 .207 -.474 60 .638 -.13 .283 -.700 .432
Equal variances not assumed -.455 44.500 .651 -.13 .294 -.727 .459
Operations Management Equal variances assumed .002 .967 -.575 46 .568 -.16 .272 -.703 .391
Equal variances not assumed -.573 29.788 .571 -.16 .273 -.714 .401
Risk Management Equal variances assumed .080 .780 .316 17 .756 .19 .612 -1.098 1.485
Equal variances not assumed .324 16.506 .750 .19 .596 -1.066 1.453
Strategic Management Equal variances assumed .459 .509 -3.031 14 .009 -2.00 .660 -3.415 -.585
Equal variances not assumed -2.910 10.654 .015 -2.00 .687 -3.518 -.482

As demonstrated by the Independent Samples T-test, there was significance in Digital Skills, Financial Management, and Strategic Management. The significance levels for these content standards were: 0.018, 0.017 and 0.009 respectively. When consulting Table 1.4, it revealed that a larger percentage of the Instructor Group respondents thought that Digital Skills and Strategic Management were more important than the Sports Entrepreneur Group did. Conversely, a larger percentage of the Sports Entrepreneur respondents believed that Financial Management was more important than the Instructor Group believed it to be.

In order to be able to analyze the data and come to any conclusions, one needs to take a closer look at the descriptive data of each research group. It is interesting that the percentages of the gender and ages were pretty close for both respondent groups. Another important figure to note was the high percentage of respondents who indicated that sports entrepreneurship was an elective within their programs. The hardest part of this study to get a handle on was just how many sports management programs offered sports entrepreneurship courses. This high percentage indicated that sports entrepreneurship courses are being offered, but are not required.

For the Sport Entrepreneur Group, it was interesting to see that they were highly educated with college degrees. This is indicative of many entrepreneurs despite what most people may think. Entrepreneurs are often seen as uneducated, risk takers that started businesses because they did not like school, and that was just not the case for the sports entrepreneurs in this study. The Sport Entrepreneur group had a good mix of relatively new businesses and businesses with over 25 years of experience. This makes the results even more interesting because new business owners often make mistakes, and seasoned business owners may have learned from their earlier mistakes.

The 17.9% of the respondents in the Sport Entrepreneur Group that had only one employee is significant. This was an important finding for future research because many of the National Content Standards had skills and traits listed that might not necessarily have corresponded to one employee businesses. For example, if a business only has one employee then a skill like Human Resources Management might not have been beneficial for that business owner to learn. Additionally, for the sport entrepreneurs who made higher revenues, perhaps skills like Financial Management or Economics were more important to them and their business then it was to the small, low-income business.

The results of this study indicate that instructors of sports entrepreneurship courses and sports entrepreneurs agreed on the type of content that should be addressed in a sports entrepreneurship course. The Mann-Whitney U Test performed on the two research groups indicated that there was no significant difference between the groups with regard to how they responded to whether or not CEE’s National Content Standards were all of the skills and traits necessary to be learned in order for sports entrepreneurship students to become successful sports entrepreneurs. This is important for sports entrepreneurship instructors to note when planning course content.

The ranking of the content standards was necessary to show how each group felt about the importance of teaching or learning each individual content standard. Oftentimes, the amount of time it takes to administer an entire sports entrepreneurship course varied. For example, a three credit sports entrepreneurship course at a community college may have been thirty six hours long, whereas a four-year institution may have met for forty-five hours. If both research groups agreed to the top five content standards, then the rankings could have been used by instructors to guarantee that they covered the most important content standards, regardless of the amount of hours required to administer a course.

The results from the ranking of the National Content Standards indicated that each respondent group agreed on four of the five most important content standards: Communication and Interpersonal Skills, Financial Management, Marketing Management, and Business Foundations. The respondent groups did not agree on the fifth most important skill or trait. The Sports Entrepreneurs indicated that Operations Management was the fifth most important skill or trait, whereas the Instructor Group indicated that Human Resource Management was on of the top five most important skills or traits.

Despite the lack of agreement on the fifth most important content standard the results indicated that four of CEE’s National Content Standards were very important to both of these research groups. These results should also aid sports entrepreneurship instructors in planning their course content, especially when limited to teaching only one sports entrepreneurship course and not multiple courses. Although instructors should have no problem teaching more than five topics in one particular sports entrepreneurship course, these results also indicated that all of CEE’s National Content Standards do not have to be taught in order to prepare students to become sports entrepreneurs.

The Independent Samples T-test indicated that there were significant differences between the two research groups in the content areas of: Digital Skills, Financial Management, and Strategic Management. A further analysis of these results indicated that a larger percentage of the Instructor Group thought that Digital Skills and Strategic Management were worthy enough to be included in the top five most important content standards. This was consistent with their wanting to teach more of CEE’s National Content Standards than the Sports Entrepreneurs Group felt was necessary.

The differences between the two research groups in the Financial Management content standard simply indicated that a larger percentage of the Sports Entrepreneurs believed that Financial Management was more important than the Instructor Group believed it to be. It should be noted that 58.1% of the Instructor Group did have Financial Management as a top five most important content standard and that was good enough for that group to be the second most important content standard.

Applications in Sport

This study is relevant to all sports management educators that teach sports entrepreneurship courses. If you are a sports entrepreneurship instructor, then it is up to you to review this study in order to better understand what sports entrepreneurs do on a daily basis. Not every sports entrepreneurship instructor has had the opportunity to be a sports entrepreneur, so one might not be exactly sure of the content that should be taught future sports entrepreneurs. However, this study shows the relevant content sports entrepreneurship instructors should be teaching their students on a daily basis. This study focused on the practice of sports entrepreneurs and identified what skills and traits are needed in the field. All sports entrepreneurship instructors should look at this study and utilize the results for the benefit of their students.

Acknowledgments

The author would like to acknowledge all of the participants, both sports management professors and sports entrepreneurs, for taking the time out of their busy schedules to participate in this study.

References

Consortium for Entrepreneurship Education, National Content Standards for Entrepreneurship Education. Retrieved October 30, 2009, from http://www.entre-ed.org/Standards_Toolkit/standards_summary.htm

Consortium for Entrepreneurship Education, (2001). Entrepreneurship everywhere: A guide to resources and models for entrepreneurship education. Consortium for Entrepreneurship Education, Columbus, OH.

Howard, D., & Crompton, J. (2004). Financing sport, Fitness Information Technology, Morgantown, WV.

Kurtzman, J. (2005). Sports tourism categories, Journal of Sport Tourism, Vol. 10, No.1, p. 15-20.

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

The North American Society for Sports Management website. All data retrieved on November 20, 2009 from: www.nassm.com.

Corresponding Author

Dr. Anthony Borgese: aborgese@kingsborough.edu

2013-11-25T17:42:32-06:00July 9th, 2010|Contemporary Sports Issues, Sports Coaching, Sports Management, Sports Studies and Sports Psychology|Comments Off on Educating Sports Entrepreneurs: Matching Theory to Practice

Training to Improve Bone Density in Adults: A Review and Recommendations

Abstract

The loss of bone density is becoming a major health concern in industrialized societies. Increasing bone density during puberty and young adulthood is considered the best option for preventing the negative health consequences associated with osteoporosis, even in middle aged and older adults an exercise program can increase bone density. While low volume impact oriented aerobic activities like running have been shown to be effective at increasing bone density excessive endurance training has been linked to low bone density. Strength training remains the best option for adults wishing to increase bone density. A regular program of high load (60-85% 1RM) training three or more times per week using a variety of exercises that challenge all major muscles has been shown to significantly increase bone density even in elderly adults.

Key Words: Bone Density, Exercise, Osteoporosis, Training

Introduction

Osteoporosis, which has been defined as bone mineral density (BMD) more than 2.5 standard deviations below the young adult mean value (14), is a growing health problem for both men and women. In developed and developing countries, the incidence of osteoporosis is increasing at a rate faster than what would be predicted by the aging of the population alone (15). In the U.S., it has been estimated that by 2025 the number of hip fractures attributed to osteoporosis will double to nearly 2.6 million with a greater percentage increase in men than in women (12).

Epidemiological evidence suggests that genetic factors are the most important cause of osteoporosis (20) and can account for as much as 80% of the variability in bone density in the population (6), but a variety of environmental factors have been linked to bone density including: negative energy balance, low calcium intake, lack of fruit and vegetable consumption, low body mass index, strength, and hormone levels (13,22,9,7,23) – all of which may influence the ability to develop or maintain bone density.

A well designed exercise can have a tremendous impact on bone, increasing density, size, and mechanical strength (23) and may be one of the keys to preventing complications associated with osteoporosis. If bone density and maximum tensile strength are increased before osteoporosis sets in, subsequent complications could be minimized (21). Unfortunately many adults wait to start an exercise program once they are diagnosed with low bone density.

For middle aged and older adults one of the primary health goals of an exercise program is to maintain bone density. Without an exercise intervention, after the age of 40, bone mass decreases by about 0.5% per year, regardless of sex or ethnicity (15). Whether appreciable increases in bone density can occur for this age group is equivocal (15) and dependant on the duration of the exercise program, age, dietary factors, and history of physical activity. A variety of different types of exercise have been used in bone building programs middle aged or older adults.

Training Techniques

Strength training

Although not all studies have shown improvement in bone density with strength training (15), strength training, if done with a high enough intensity for a prolonged period of time, seems to be effective for improving bone density in middle aged and older women who have low bone density (16). Programs that have been successful at increasing bone density have several common characteristics; training intensity above 70% 1RM, programs that last more than 12 months, and training frequency greater than two times per week.

Endurance Training

Endurance training can be an acceptable form of exercise for maintaining or increasing bone density in middle aged or older adults provided there is sufficient impact. Stuart and Hannan (2000) examined the effects of cycling, running, or both on bone density in recreational male athletes. They found that runners had greater total and leg BMD than controls and that those athletes participating in both cycling and running had greater total and arm BMD – whereas the cyclists had decreased spine BMD compared to controls. The lack of impact involved in cycling may explain the lack of change in BMD even though all groups performed equal volumes of work throughout the study period. Walking programs, because of their low impact, tend to show only modest or no effects on BMD (3,18). Rowing, because of the high compressive and shear forces placed on the spine (4.6 times body weight) has been shown to increase lumbar spine BMD but not at other areas (17). Moderate training volumes seem to be more effective for increasing bone density. Running mileage of 20-30 km per week has a positive effect on bone, particularly lower leg and distal femur, but training volumes greater than this may cause a chronic increase in cortisol that negatively impacts bone (4) as running 92 km per week has been shown to result in bone density lower than sedentary controls (2).

Jump training

Although effective and popular in school based programs for increasing bone density in younger people jump training does not appear to be as effective in middle aged and older women. In a study comparing the effects of 12 months of vertical jumping on spine and proximal femur BMD in a group of pre and post menopausal women, Bassey, Rothwell, Littlewood and Pye (1998) found that 50 jumps six days per week increased BMD in the pre-menopausal group but not in the post menopausal group compared to group specific controls. Interestingly, the lack of change occurred even though the ground reaction forces and rate of force development on landing were higher in the post menopausal group resulting in a greater strain overload than in the pre menopausal group.

While a variety of exercise modalities have proven to be effective at maintaining bone density in adults, there are some basic principles that should be considered when designing a long-term program for people with osteoporosis:

Exercise Considerations

Use a Progressive Program

Increase resistance and intensity progressively. This is necessary because for bone to form it requires a minimum amount of strain. Once a bone adapts to a given strain level, the stimulus for bone to form is removed and a higher strain level becomes necessary for it to adapt further (10).

Use Dynamic Movements

Mechanical loading of bone has an osteogenic effect only if the loading is dynamic and variable, as static loading of bone does not trigger an adaptive response (23). Impact and rapid changes of direction can be particularly effective because ground reaction forces tend to be highest during these activities. Jumps, running, and more explosive or dynamic strength training activities should make up the majority of exercise in a bone-building program. In adults with advanced osteoporosis, more explosive exercises should be phased in gradually as their conditioning and bone strength improves.

Vary the Exercises

Bone adaptations occur primarily at insertion and origin points where muscles attach to the bones. Ryan et al. (1994) suggest that increased BMD from strength training and explosive activities is related to the load placed on the muscles that act as prime movers. A wide variety of exercises, which change every 2-4 weeks, exercising the whole body will help ensure that all bones receive stimulus to increase BMC or BMD.

Minimum Intensity

As with most training, there is a minimum level of intensity that is needed to stimulate increase in BMD. For strength training activities there is a linear relationship between weight lifted and improvements in bone density (5). Chilibeck, Sale and Webber (1995) suggest that for strength training intensities of at least 60%, 1RM are needed to increase BMD, with faster and greater increases in bone density coming as intensity climbs (16). For impact activities like running and jumping, ground reaction forces of greater than two times body weight can increase bone density with higher forces having a greater effect.

Training Frequency

Improvements in BMD can occur with relatively short training sessions if high impact activities like jumping are the core of the program. However, there is a need to perform these sessions frequently. Studies of jump training have found that where three or more sessions per week are sufficient to increase bone – two sessions per week has negligible effect on bone density (11).

Program Duration

Consistency is one of the keys to long term bone health. Like other tissues, bone undergoes both adaptation to training and detraining during periods of decreased activity. The bone remodelling cycle lasts four to six months (8); this is the minimum period of time needed for BMD to change significantly. Training programs need to be designed so that they offer the variety and adaptability for people to make them a year round part of lifelong fitness regime.

Conclusion

Decreased bone density is a growing problem in modern societies. Exercise remains one of the most potent alternatives to drug treatments for maintaining or improving bone density. An intensive program, three or more times per week featuring a variety of exercises that considers the individual needs of each person and promotes long term compliance can have a positive impact on bone density.

Applications in Sport

Over the past years, adults have become more and more active in age group sports, particularly in the endurance sports like running, cycling, and triathlon. The inclusion of an intensive strength training program will not only improve their performance, but will help offset the decrease in bone density that often accompanies aging and higher volumes of aerobic training.

References

Bassey, E. J., Rothwell, M.C., Littlewood, J.J., & Pye, D.W. (1998). Pre- and postmenopausal women have different BMD responses to the same high-impact exercise. J. Bone Miner. Res., 13, 1805– 1813.

Bilanin, J., Blanchard, M., & Russek-Cohen, E. (1989). Lower vertebral bone density in male long distance runners. Med Sci Sports Exerc., 21, 66-70.

Cavanaugh, D. J., & Cann, C.E. (1988) Brisk walking does not stop bone loss in postmenopausal women. Bone, 9, 201–204.

Chilibeck, P., Sale, D., & Webber, C. (1995). Exercise and bone mineral density. Sports Medicine, 19, 103-122.

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Author Profile

Ed McNeely

Ed McNeely is the senior physiologist at the Peak Centre for Human Performance and a partner in StrengthPro Inc. a Las Vegas based sport and fitness consulting company he is also a National Faculty member of the United States Sports Academy

Corresponding Author

Ed McNeely, MS: e.mcneely@rogers.com

2013-11-25T17:43:12-06:00July 9th, 2010|Contemporary Sports Issues, Sports Exercise Science, Sports Management, Sports Studies and Sports Psychology|Comments Off on Training to Improve Bone Density in Adults: A Review and Recommendations

Evidence That Support Equality: Credential Characteristics of Georgia Female High School Coaches

Abstract

The purpose of this study was to increase awareness and understanding concerning gender differences in high school athletic coaches in terms of coaching characteristics. The authors conducted a more comprehensive follow-up study to their 2007 survey in which they compared female and male coaches in Georgia. All active members of the Georgia High School Association (GHSA), approximately 8000 coaches, representing each of five GHSA classifications, 5A, 4A, 3A, 2A and A, participated in the study conducted in the fall of 2008. The instrument used was a 76-item questionnaire that was developed and adapted from the previous coach’s survey. Results affirmed the authors’ previous research findings. When comparisons were made respecting gender, female coaches were comparable to males in such areas as degrees earned, the number of years of coaching experience between six and ten years, and in their level of coaching experience. Females exceeded males in some areas. More female coaches majored in Health and Physical Education; were recruited, supported and hired by the principal and athletic director; were teachers first; and were dedicated to educating young people.

Identifying desired qualities and competencies could assist athletic coaching candidates in preparing for careers and/or in improving their job performance, leading to greater coaching effectiveness. Also, from a qualification/preparation perspective women should be impartially represented in coaching positions, including head coach, a position where gender should be less of a factor in the hiring process.

Key Words: Gender, Coaching, Credentials, Characteristics, Preparation, Hiring

Introduction

Several studies have found female athletic coaches in high schools have equal or better qualifications than male coaches (3,9,14,22). In their study of high school coaches in the state of Georgia et al. (22) compared female and male coaching credentials and revealed female coaches possessed closely the same characteristics as male coaches, and in some instances exceeded the qualifications of their male counterparts. In spite of these favorable statistical comparisons, male coaches greatly outnumber females in terms of the number of coaching positions held, even with female athletic teams. According to the Women’s Sports Foundation website eighty percent of all coaches at the high school level are male (20). This was not always the case. In the early seventies around the passage of Title IX the number of female coaches of athletic teams was more prominent, but since then, the number has dwindled in many states across the United States.

Conceptual Background

The decline in women coaches could be due to several factors such as long held societal perceptions that men are more talented (5,21), more highly regarded (13), and more knowledgeable (12) than women. Several studies have reported that discriminatory attitudes in hiring decisions, lack of inclusion of women administrators in decision making, female athletes’ preferences for male coaches, homophobia, jobs that are not family-friendly and extreme workloads promoting unbalanced lifestyles have all played a central role in driving the decline (4,18,21).

Even though the number of female coaches has declined steadily since 1972 (7,4,15), the number of female high school athletes has risen dramatically and interest of girls in high school sports is ever increasing (11,19). Young girls need role models.

Hoch (10) stated that coaching qualifications are important and recently have become hot topics in high school athletics for numerous reasons, the first of which is accountability. In education generally and on the topic of athletics, specifically, parents expect and demand much more from public officials. Second, due to an ageing faculty and less coaching from physical education teachers, the number of teachers available to take on coaching assignments is diminishing, forcing schools to hire community coaches to fill their coaching vacancies. Third, most other professions have some form of certification in their fields; however, high school coaches do not. Anyone can apply as a coach, a position that influences millions of youngsters on a daily basis. Fourth, being a teacher in an academic discipline other than physical education does not qualify anyone to coach any more than an English instructor is equipped to teach math. Both coaches and teachers need specialized preparation. Fifth, just because someone has been a player does not necessarily ensure success as a coach. The skills involved with each are different and coaching depends upon one’s ability to teach and relate.

The encouraging news according to Popke (17) is that administrators at the high school level are beginning to see past gender as illustrated in several examples across the country. Even though the numbers are low and have been stagnant for years, there have been promising developments. In March 2010, Natalie Randolph was named as the head football coach at Calvin Coolidge Senior High School in Washington, D.C. According to the Washington Post, it is not clear how many women have been head coaches for boys’ high school football teams – but it is extremely rare. The Post reported that another Washington teacher, Wanda Oates, was named head football coach at a different Washington high school in 1985. However, she was removed a day later after coaches who did not want to coach against her pressured the school district (8). Prior to the hiring of Natalie Randolph at Coolidge Senior High, in the state of Georgia, Angela Solomon was the only known head football coach of a public middle school or high school team. She led Myers Middle School, located in Savannah, to the 2009 championship football game of Chatham County (1).

In Wilmington, Delaware, math teacher Katie Orga Godfrey was hired by the Salesianum School, a private Catholic all-boys institution, as its first ever female coach of a junior-varsity basketball team in fall, 2008. Her qualifications were the key to getting the job. Also, in fall 2008, Katie Mack was named as the first ever varsity soccer coach of a male team at Bellows Free Academy in Fairfax, Vermont; and Allison Meyer was hired as the varsity basketball coach at Fennimore, Wisconsin High School. The coaches have assumed roles where the best available leader, role model, coordinator and instructor with knowledge about their sport was needed. Therefore, the coaches’ qualifications were essential to their hiring irrespective of the coaches’ gender.

With their previous research on coaching characteristics and professional preparation as the foundation for the current study, the authors conducted a comprehensive statewide survey of high school coaches in Georgia (22). The survey revealed important data concerning coaches’ education, experiences, qualifications, and teaching areas. Comparisons were made respecting gender, ethnicity, and school classification, etc. (22).

The purpose of this study was to increase awareness and understanding concerning gender differences in high school athletic coaches in terms of coaching characteristics. Coach preparation can be linked to greater effectiveness in meeting the psychological and physical development of athletes (2). Also, identifying particular characteristics such as qualities and competencies of athletic coaches could offer others assistance in preparing for coaching careers or in improving their job performance.

Methods

Participants

All active members of the Georgia High School Association (GHSA), approximately 8000 coaches, served as the population for the study which was conducted in the fall of 2008.

Seven hundred ninety five (795) individuals representing each of five GHSA classifications, 5A, 4A, 3A, 2A and A, responded to the survey.

Procedures

The instrument used was a 76-item questionnaire that was developed and adapted from a previous coach’s study that examined demographic characteristics (gender, age, ethnicity, etc.), educational level, college major and degree, current position, coaching experience, certifications, sport participant experience, and previous coaching education courses taken. The questionnaire was reviewed for face validity by coaching education faculty for appropriateness for coaches as well as individuals currently practicing as coaches.

A private company, “Georgia High School Coaches Association” (GHSCA) was contracted for dissemination of the questionnaire, which was posted on the internet and hosted by SurveyMonkey.com. The GHSCA maintains a database of active high school coaches in the state of Georgia. An email was sent to all public high school coaches in the database inviting them to participate in the study. The email provided an overview of the study, informed consent documentation, and a link to the questionnaire. Two weeks later, a reminder email was sent to all public high school coaches in the database.

Respondents were not required to answer all questions and were free to skip questions or sections of the questionnaire. The respondents did not receive any compensation for completion of the questionnaire and no personal identifying information was collected. This study was approved by the University’s Institutional Review Board.

Results

Coaching Characteristics

Results from the survey are presented in Tables 1-9. The coaches’ responses revealed information concerning demographic data, educational level, coaching experience, coaching level, types of certifications, teaching areas, individuals most supportive during the hiring process, the coach’s description of filling the coaching position, and the respondent’s reason(s) for coaching.

As represented in Table 1, the seven hundred ninety-five (795) individuals responding to the survey had the following demographic characteristics related to gender, ethnicity, and age: 70.4% were males and 29.6% were females, 86.6% were Caucasian and 9.3% were African American. Female respondents were 85.5% Caucasian and 9.4% African American. With respect to males, 87.1% were Caucasian and 9.3% were African American. Females’ average age was 35.63 years and males’ average age was 39.37 years. The overall age for all coaches ranged from 19-75 years old.

Table 1
Demographic Characteristics of Georgia High School Coaches by Gender, Ethnicity and Age as a Percentage of the Sample

Gender
Male 70.4%
Female 29.6%
Ethnicity
Caucasian 86.6%
African American 9.3%
Caucasian Males 87.1%
African American Males 9.3%
Caucasian Females 85.5%
African American Females 9.4%
Age
Male Average Age 39.97
Female Average Age 35.63
Overall Average Age (range 19-75) 39.54

Note: At least one coach from ninety three different high schools responded, a total 795 coaches.

Table 2 depicts the educational level attained by the respondents. More than ninety-six percent (96.5%) of females had a Bachelor’s degree; 73.8% a Master’s and 7.4% a Doctorate. A higher percentage of the male coaches reported having earned degrees at the Bachelor’s (98.1%), Master’s (83%), and Doctorate (8.1%) levels than females. Also, a higher percentage of male coaches (56.5%) reported having taken additional coaching education courses than females (51.7%).

Table 2
Highest Degree Earned by Georgia High School Coaches by Gender, and the Percentage of Coaches that Have Taken at Least One Coaching Education Course

Degrees Earned Males Females
Bachelors 98.1% 96.5%
Masters 83.0% 73.8%
Doctorate 8.1% 7.4%
Coaching Education Courses 56.5% 51.7%

Table 3 shows the respondents’ years of coaching experience by gender. More than thirty-two percent (32.6%) of the females had coached 11 years or more, 5.8% had coached between 16-20 years, and 6.2% had coached more than twenty years. Nearly fifty-three percent (52.6%) of males had coached 11 years or more, 10.7% had coached between 16-20 years, and 25.2% had coached more than twenty years.

Table 3
The Years of Coaching Experience for Georgia High School Coaches by Gender

Number of Years Males Females
1-5 25.6% 51.9%
6-10 21.9% 25.5%
11-15 16.7% 10.6%
16-20 10.7% 5.8%
More than 20 25.2% 6.2%

Table 4 indicates the respondents’ level of coaching. The highest level of coaching experience was in high school for 87.6% of females and 78.9% of males. Community college coaching accounted for the participants’ highest level of coaching experience for 2.2% of the female coaches and 2.2% of male coaches. College coaching was the highest level for 6.7% of the females and 16.7% of the males. Less than two percent of females (1.1%) and males (1.7%) had coached at the professional level.

Table 4
Highest Coaching Level Attained by Georgia High School Coaches by Gender

Coaching Level Males Females
High School 78.9% 87.6%
Community College 2.2% 2.2%
College 16.7% 6.7%
Professional 1.7% 1.1%

Table 5 depicts the types of certifications held by the coaches. Almost seventy eight percent (77.9%) of females held teacher certifications compared to 81.2% of males. Over seventy percent (70.2%) of females had certification in CPR, 51.5% in first aid, 3.4% in athletic training (ATC), and 0.9% in strength and conditioning (CSCS). Over seventy-five percent (75.4%) of male coaches had certification in CPR, nearly sixty percent (59.3%) in first aid, 3.6% in ATC, and 2.9% in CSCS.

Table 5
The Types of Certifications Held by Georgia High School Coaches by Gender

Certifications Males Females
Teacher 81.2% 77.9%
CPR 75.4% 70.2%
First Aid 59.3% 51.5%
ATC 3.6% 3.4%
CSCS 2.9% 0.9%

Table 6 displays the coaches’ teaching areas. Health and Physical Education was the most popular major among females (15.8%) and males (9.8%), and Math was the second most popular major chosen by 5.6% of females and 8.6% of males. With respect to females, 5.9% majored in physical sciences and of the males, 5.9% majored in the same discipline. A wide range of other majors were listed by respondents. More males than females majored in social studies.

Table 6
Teaching Areas of Georgia High School Coaches by Gender

Teaching Area Males Females
Health / Physical Education 9.8% 15.8%
Math 5.6% 8.6%
Sciences 4.1% 5.9%
Social Studies 5.8% 3.9%
Special Education 4.6% 5.9%

Table 7 identifies the individual(s) that hired the coach. Females were hired by the principle 25.5% of the time; by the Athletics Director 19.6% of the time; and by the head coach alone 14.5% of the time. Males were hired 15.9% of the time by the principle, 16.4% of the time by the Athletics Director, and 11.2% of the time by the head coach alone.

Table 7
Individual Most Supportive of Hiring Georgia High School Coaches by Gender

Person Males Females
Principal 15.9% 25.5%
Athletic Director 16.4% 19.6%
Head Coach 11.2% 14.5%

Table 8 illustrates the coaches’ description of themselves in terms of fulfilling their coaching responsibilities. Females described themselves as a teacher and coach (68.2%), as a coach who can teach (4.7%), and as a teacher who can coach (27.1%). Males described themselves as a teacher and coach (78.4%), as a coach who can teach (7.8%), and as a teacher who can coach (13.8%).

Table 8
Georgia High School Coaches’ Description of Filling Coaching Position by Gender

Description Males Females
Teacher and coach 78.4% 68.2%
Teach who can coach 13.8% 27.1%
Coach who can teach 7.8% 4.7%

Table 9 indicates the respondents’ reasons for coaching. Female coaches listed being dedicated to educating young people (20.4%), inspired by a previous coach (11.1%), parent coached and inspired me (4.3%), and my child played the sport (1.3%). Over fourteen percent (14.1%) of male respondents claimed to be coaching because they were dedicated to educating young people, inspired by a previous coach (15.2%), parent coached and inspired me (1.3%) and my child played the sport (1.2%).

Table 9
Georgia High School Coaches’ Reason(s) for Coaching by Gender

Reason for Coaching Males Females
Parent coached and inspired me 1.4% 4.3%
Inspired by a previous coach 15.2% 11.1%
My child played the sport 1.2% 1.3%
Dedicated to educating young people 14.1% 20.4%
Other 4.5% 10.2%

Discussions

In terms of the coaches’ credentials, comparisons were made between the current study and the authors’ 2007 survey findings (22). Based on the responses to this survey, the typical female high school coach in Georgia is a 36 year-old Caucasian who holds a Master’s degree, a major in Health and Physical Education, and has coached five years or less. These characteristics are identical to and affirm the authors’ 2007 research findings concerning female high school coaches in Georgia (22). Based on the responses to the survey, the typical male high school coach in Georgia is a 39 year-old Caucasian who holds a master’s degree, training in CPR and First Aid, and describes himself as a teacher and coach. These characteristics are also very similar to the authors’ previous research findings concerning male high school coaches in Georgia (22). Further, consistent with previous research outcomes, when comparisons were made respecting gender, female coaches possessed approximately the same characteristics as male coaches and in certain areas were better qualified than males.

Both studies found that more female coaches majored in Health and Physical Education; were recruited, supported and hired by the principal and athletic director; were teachers first; and were dedicated to educating young people. In addition, this study showed that a larger percentage of the high school coaches in the state of Georgia were females – nearly one third as opposed to the previously reported figure (22) and national average (20) of approximately twenty percent. Also, a higher percentage of female coaches held certifications in teaching, first aid and CPR than reported in the previous study. Female coaches were comparable to males in such areas as degrees earned, the number of years of coaching experience in the 6-10 year time frame, and in their level of coaching experience.

As a result of this survey, additional research is needed in several areas. For instance, additional research could increase understanding concerning why Georgia female high school coaches have better credentials than male coaches in certain areas and why male coaches have better credentials than female coaches in certain areas. Further research should be conducted concerning the coaches performance assessment, which would likely have a positive impact on coaching performance and ultimately on young athletes. High school principals and athletic directors should also be surveyed to get their perspective on coaching qualifications and hiring practices related to gender.

Conclusions

From a qualification/preparation perspective women should be impartially represented in coaching positions, including head coach, a position where gender should be less of a factor in the hiring process. As stated by Pedersen and Whisenant (16), equity in hiring is simply a matter of fairness, young females (and males) need to see women in key decision-making positions where their abilities and contributions are valued, they can be visible as role models, and influence (through hiring and networking) the next generation of coaches, and utilize their acknowledged perspectives, skills, and abilities. As disclosed by this study’s findings, high school principals and athletic directors are appropriately taking leadership roles in the recruitment, hiring, and support of qualified women coaches. According to Fazioli (6), this involves more than just passively posting the job announcement and waiting for qualified applicants to appear at the door. Also, head sport coaches, those with jobs to offer, and others in leadership positions should be supportive by helping stem the outcries from opposing individuals who see female coaches as threats rather than persons simply seeking equal opportunities. In addition, the general public’s understanding, trust, and embrace of female coaches is a must. Given that female coaches are better qualified or as qualified as male coaches in many of the important coaching attributes, there is a strong likelihood that they would be as successful as males in terms of their coaching performance.

Applications in Sport

Coaching is less about gender and more about whether or not the person can actually coach. Participation and educational background, training, skills, and knowledge and experience provide vital information about an individual’s qualifications. School administrators want the best candidate possible, and therefore, should seek the candidate with the best credentials for the job, male or female. Based on the findings of this study, it is possible to find qualified women coaches even for boys’ teams. Fazioli (6) states increasing the number of women coaching boys’ teams may be even more of a priority than boosting the number of female coaches in women’s sports because it is the former jobs that are higher in status and salary. The more visible and successful female role models there are in high school coaching, the more attractive coaching jobs look to young aspiring female coaches, and the more will apply for coaching vacancies.

It is hoped that the results of this study would assist decision-makers in the school systems, the Georgia High School Association, and colleges that offer a coaching education curriculum by providing useful information for coaching preparation in Georgia. This study provides some initial incentives for gathering additional information that would be useful in assessing coaching characteristics and the implications. Future researchers are encouraged to use the findings to compare coaching data from Georgia with other U.S. states and/or other countries.

References

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Author Profiles

Dr. Willie Burden

Dr. Burden is an Associate Professor in the Department of Hospitality, Tourism, Family & Consumer Sciences at Georgia Southern University and also is Advisor to the Sport Management Major’s Club. His previous professional appointment was at North Carolina A & T State University in Greensboro, where he served as the Director of Intercollegiate Athletics and Instructor in the Department of Health and Physical Education.

Dr. Trey Burdette

Dr. Trey Burdette is an Assistant Professor of Coaching Education in the Department of Health and Kinesiology at Georgia Southern University. His primary teaching responsibilities are in Coaching Education – undergraduate and graduate. His research interests are in human performance and sport leadership.

Dr. Drew Zwald

Dr. Drew Zwald is the Director of the Coaching Education Program and a Professor in the Department of Health & Kinesiology at Georgia Southern University. He also is the Past President of the National Council for Accreditation of Coaching Education. His previous academic appointment was at the University of North Carolina at Chapel Hill, where he was the Director of the Physical Education Activity Program in the Department of Physical Education, Exercise and Sport Science.

Dr. Dan Czech

Dr. Dan Czech is a Professor in the Department of Health & Kinesiology at Georgia Southern University. His primary teaching responsibilities include teaching the sport and exercise psychology courses within the department. He also serves as a mental consultant for numerous professional football and baseball players in the National Football League and Major League Baseball respectively.

Dr. Tom Buckley

Dr. Tom Buckley is an Assistant Professor and Director of the Graduate Athletic Training Program in Athletic Training within the Department of Health and Kinesiology at Georgia Southern University. His work on the elucidation of the central and peripheral mechanisms which influence dynamic postural stability during transitional movements in individuals with central nervous system disorders has been funded by the Army Research Office and the National Athletic Trainers’ Association.

Corresponding Author

Willie James Burden, Ed.D: burdenw@georgiasouthern.edu

2017-08-03T10:29:36-05:00July 9th, 2010|Contemporary Sports Issues, Sports Coaching, Sports Management|Comments Off on Evidence That Support Equality: Credential Characteristics of Georgia Female High School Coaches
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