University Athletic Websites: An Analysis and Comparison of Revenue Generation Features

Abstract

In an effort to understand the scope of the commercial and revenue generating aspects of athletic websites, this paper examines the quantity of advertising and content on the homepages of all twenty-six schools in two major conferences in Division IA of the NCAA: the Big East and PAC-10. The study also provides a detailed analysis of the different products, services and advertisements displayed on the homepages. An analysis of the variability of the advertisements across the schools was done for various types of the schools.

Analysis

In his 2009 State of the Association Speech, Myles Brand, President of the NCAA, discussed the relationship of commercialism to sports and in particular, “the dramatic changes in the media, including especially the sports media, that have generated new and greater opportunities for commercial activity associated with athletics” (Brand,2009, p.3). In noting that there are now “three different types of screens to watch,” (TV, Internet, and handheld) Brand concerned his remarks with the question of the “balance point” between “too much and too little commercial activity” (Brand, 2009, p.4).

University athletic department websites provide content that serve a wide array of constituencies (current students, alumnae, the press, and perspective student-athletes). However it is clear that athletic departments also see their websites as a revenue generation opportunity as evidenced by the numerous advertisements displayed on many of the sites’ pages. With Brand’s statement in mind, this research seeks to examine the extent of commercial activity on university athletic department websites to see if the “balance point” between commercial activity and content has tipped.

Prior Research

An inventory of major studies of public impressions of issues relating to the media between 1986 and 2006 (Cooper, 2008) found that across all media channels, invasive and excessive advertising was a major concern for a majority of consumers. Further research on online advertising has focused on consumer first impressions and loyalties. McCoy et al. found that “consumers’ first impressions (and loyalties) are made in the opening moments of a Web site visit and the degree to which that visit may be intruded by pop-ups, pop-unders, and banner advertisements” (2007, p. 84).

The sports marketing literature also provides insight into the consumer’s perception of in-arena signage and virtual signage which may relate to websites. A study by Bennet et al. looks at viewers’ attitudes towards virtual advertising (digitally superimposed images in television broadcasts). The researchers found that “virtual advertisements inserted near the score display were less intrusive than all ad locations” (2006, p.77). One reason for this, they theorize, is that sport consumers are accustomed to such placement of signage on the field of play, with advertisements placed on or near the scoreboard or sidelines. However, advertising images superimposed onto the playing field were viewed more negatively. Sport fans may not like their attention distracted from the game (Bennet et al, 2006). Rotational signage in stadiums and arenas has also come a long way in reducing advertising clutter and delivering a more consistent message to the sport consumer. Some arenas now feature an entire façade of upper tier rotational digital signage offering one consistent message over the course of 1,000 feet. Such signage is usually sold as a part of a marketing package which may include smaller signage in the arena. It offers a clean look and avoids sponsor conflicts (Cifareli, 2000).

The few studies of athletic department websites that exist used those sites as a source of data to research other issues in sport. In studying gender equity, Cunningham and Sagas (2002) used word count as a measure of coverage in articles on athletic department websites devoted to various men’s and women’s sports. Sagas et al. (2004) also studied gender discrepancies and media coverage using articles on athletic websites. Cooper (2008) used content analysis and position of content on the websites to study the same gender bias issues.

Data Collection Methodology

The data collected was limited to the homepage of each university athletic website. This decision seemed reasonable as it is most likely that advertisements and links to revenue pages will appear on the homepage. We did find that advertising on team pages is prevalent but what advertising is there is a duplication of that which appears on the homepage.

Each athletic department homepage was printed on the same printer, at the same resolution, and manually coded. One trained coder performed all measurements. Therefore there was no issue of inter-coder reliability. The output of this coding was a page that was segmented into independent areas measured by their square inches. The following classification process was used:

Product / Services

Each area on the page was reviewed to see if the text or image on the area appeared to be a link to a product/service being sold by the athletic department. Each item on the menu navigation bar was clicked and scanned for menu items that were suggestive of being a product/service. In both cases, the linked page was brought up to confirm that there was a product/service being sold by the athletic department or its agent.

Advertisements

Each area on the page was reviewed to see if the text or image on the area was an advertisement from an organization not affiliated with the athletic department. A determination was made if it was from a regional or national company. Our interest in categorizing the advertisements was to see if there was any relationship between national companies and more nationally recognized athletic programs such as football programs. We also wanted to see the variability of advertisements from regional companies across schools.

Calculating the number of advertisements on web pages is complicated by two design ideas that are commonly used. The first is the use of rotating advertisements where multiple advertisements are displayed in the same area at a fixed time interval. Using this technique, the owner of the webpage can sell more advertisements at attractive positions on the webpage. In our calculation, we treated each of the advertisements in the rotation equal to any other advertisement. It could be argued that the use of a changing image on a webpage will draw more attention than that of a static advertisement. A second technique uses tabs to allow the web designer the ability to reuse the same webpage area multiple times. Here a small area at the top of the advertisement is carved out with multiple tabs that have a suggestive heading and are clickable. When the user clicks on a tab, a different advertisement is displayed. Again, in our calculation, we treat each tab equally.

Percentage of Content

The importance of revenue generation on the website was measured by calculating the percentage of the homepage that was devoted to content. To get greater insight into the importance of revenue generation, we also measured the percentage of the homepage devoted to content that is “above the fold.” We use the term fold as an analogy to a fold in a newspaper where stories above the fold have more prominence. In terms of a webpage, above the fold is the area that the viewer sees when the homepage is first displayed. The implications for web pages are that material that is below the fold is less likely to be seen by the viewer. This is similar to Cooper’s idea of “nonscroll coverage” (2008, p.232).

Areas that were either product/services or advertisements were considered to be revenue generators. The other areas on the page were either content, navigation or what we termed community. Our view of what constituted content was broad. We considered the following as content: images, captions of images, video, fan polls, scores, schedules, pictures of athlete of the week and league standings. Space on a webpage has to be devoted to navigation around the website. An example of this would be a menu bar that has a dropdown list of links. Additionally, all of the homepages the authors examined had links/advertisements to non-revenue generating sites. An example of this would be a link to school’s conference homepage. We called these areas community. For our calculation of the content percentage, a page = content + ads + navigation + community. The percentage of content is therefore the content area divided by the size of the entire homepage. For rotating or tabbed advertisements, the area taken up by the entire advertisement is apportioned based on whether it is content, product/service, advertisement, community or navigation.

Schools in Sample

As the thrust of the study was revenue generation, Division IA institutions were selected as the focus. In establishing a representative sample of Division IA institutions across the country, the authors chose to use two Division IA conferences, the PAC-10 and Big East Conferences, as a basis for their research. These two conferences were chosen as they represent a distribution of small, medium and large, private and public institutions ranging across the country. Some of the schools are located in major urban areas, and some in college towns. Some of these institutions have major football programs and some do not. All have major basketball programs and very competitive sports programs for both men and women. All have at least one nationally recognized team. And all are at least 100 years old and have a major athletic tradition.

Results

The following details the results of our examination of the 26 homepages. The products and services sold are first described with Table 1 showing the percentage of schools that had links on their homepage to these items. This is followed by a discussion of data on advertisements found on the homepage.

Table 1: Percent of Schools That Have Links to Products/Services Sold on the Homepage

Product / Service Percent of Schools That Links to the Product / Service
Ticket Sales 100%
Merchandise Sales 100%
Multimedia/Media Guides 39%
Video 92%
Auctions 65%
Photos 61%
Camps 42%
Ringtones for Cell Phones 19%

Products / Services Sold by Athletic Department

Ticket Sales: As the most important source of revenue for most sports, advertisements with links to ticket sales are prominent and, in many cases, displayed in multiple spots on the homepage. On a significant number homepages a large banner advertisement appears at the top of the homepage. Additionally, there is a menu option that provides links to the various ways that tickets are sold. Before a big event, such as a bowl game, many schools display a splash screen before showing the homepage on which a link for purchasing tickets is provided. Finally some schools now provide a link to StubHub, their official site to allow fans to buy and resell tickets.

Merchandise Sales: Another staple of athletic websites is the link to the fan store where hats, shirts and other souvenirs can be purchased online. This link is often prominently displayed at the top of the homepage.

Multimedia/Media Guides: Some schools have traditionally used media guides as a source of revenue which are now being sold via the website. In addition, some schools are selling DVDs of famous teams from the past, bowl games and other video content that would be enticing to their fans.

Video: The Internet now provides schools with an easy to use mechanism to transmit live or taped games that are not being broadcast commercially to their fans. This content is typically of games that are not being broadcast over-the-air or via cable. Some of this content is broadcast for free but the bulk of the programming is sold via either a monthly or yearly contact. All but two schools charged $79.95 annually or $7.95 per month. The outlier schools charged $99.95 annually or $9.95 per month.

Auctions: For many Internet users who know of or have used auctions sites like eBay, the idea of purchasing a piece of memorabilia via a website is common. Athletic departments are now running their own auctions of game-worn uniforms and equipment. In addition, items such as basketball bench chairs, autographs on programs signed by the coach or former players, and autographed plaques are also being auctioned off.

Photos: The sale of both still and action photographs appears on many athletic websites. Typically there are photos for sale for every team fielded. The photos, which are of professional quality, range from the standard team poses to action scenes taken during the game. The photos are of both current and past players.

Camps: Summer sports camps, in a variety of sports, have become a standard product at well known athletic programs. As many athletic departments provide these as a source of compensation for their coaches, it is unclear how much revenue is realized by the athletic department for this product. We have included it for completeness.

Ringtones for Cell Phones: As cell phones allow users to customize ringtones, a market for specialized ringtones has emerged. Athletic departments have added this service to their portfolio of products by offering music that has an affiliation with their school, such as the university fight song.

Advertisements

The values in Table 2 show the number of advertisements from regionally-based companies, national companies, products/services sold by the school and the total of all advertisements on the homepage. Except for the first column, which shows all the schools in the study, the other columns show comparisons of different types of schools: PAC-10 versus Big East, public institution versus private institution and schools with varsity football programs versus those without varsity football.

Table 2: Average Number of Ads on Homepage

Type of Company Placing the Ad All PAC-10 Big East Public Private Football Non-Football
Regional 2.8 2.4 3.1 2.4 2.0 3.0 2.2
National 8.5 9.3 8.0 8.3 8.7 8.7 8.0
School 7.6 8.6 7.0 7.9 7.3 8.2 5.8
Total 18.9 20.3 18.1 19.6 18.0 19.9 16.0

Table 3 displays this advertising data as a percentage of the area occupied on the homepage.

Table 3: Average Percent of Homepage Devoted to Advertisements

Type of Company Placing the Ad All PAC-10 Big East Public Private Football Non-Football
Regional 2.1 1.7 2.3 2.2 1.9 2.2 1.7
National 15.3 21.7 11.3 15.1 15.6 15.9 13.3
School 16.2 19.9 13.8 15.3 17.3 17.0 13.6
Total 33.6 43.3 27.4 32.6 34.8 35.1 28.6

Table 4: Percent of Homepage Devoted to Content

Average Range Standard Deviation
All Schools 33.3 14.3-59.1 10.1
Big East 35.9 19.9-59.1 10.5
PAC-10 29.2 14.3-45.0 8.5
Public 32.8 23.3-59.1 9.7
Private 34.0 14.3-48.9 11
Football 32.6 14.3-48.9 11
Non-Football 35.5 19.9-45.3 9.6

Table 5: Percent of Homepage Devoted to Content Above the Fold

Average Range Standard Deviation
All Schools 43.8 20.6-62.1 10.7
Big East 47.1 29.8-62.1 10.2
PAC-10 38.7 20.6-56.3 10.0
Public 37.0 20.6-57.7 15.3
Private 49.8 32.1-62.1 12.9
Football 42.3 20.6-57.7 10.6
Non-Football 48.9 32.1-62.1 10.4

Discussion of Results

The key finding in our work is that on average only 33.3% of the homepage of the schools in the study is devoted to content. The amount of space devoted to advertising is 33.6% and the balance is either navigation or community. For two reasons we think that the advertising amount is understated. First, a practice of many of the athletic departments in our study is to have sponsored content areas. In this arrangement, area devoted to content will also have the corporate name or logo of a sponsor displayed in a prominent spot. We counted this as content as the bulk of the area is non-advertisement but it is clear that there is some form of commercialism in this area. The average number of sponsored content areas in our sample was 2.4. Second, a common content area on homepages is a video clip window where a user can see video content ranging from game highlights to coaches interviews. In our calculation, this was considered content. However, many times the clip displayed included an advertisement for an upcoming event.

Another consideration in assessing the commercialism of the website is the placement of advertising. In 62% of the schools in our sample, an advertisement was placed at the top of the homepage. In some cases, more than one advertisement was placed at the top, either above and/or beside the school name and logo. In many cases the advertisements were for ticket sales or school merchandise. However, in five cases, the advertisers were national companies. The impact of this idea is reduced somewhat by noting that more of the advertising occurs below the fold than above.

Whether this ratio of content to advertising is consistent with Brand’s “balance point” is impossible to determine. We believe it is not but we leave it to the reader to form their own judgment.

Additionally, we found the number of advertisements from regional companies was markedly smaller than those from national companies. The most likely explanation is that in addition to supplying technical support, CBS Interactive and JumpTV (the largest providers of web services for intercollegiate athletic programs) also sell web-based advertisements to national companies and place the advertisements on their customer’s websites. CBS Interactive and JumpTV have a revenue sharing agreement with those schools where advertisements are placed.

In comparing the characteristics of different schools/conferences, the largest difference between groups occurred between the PAC-10 and Big East in the average percentage of page devoted to advertisements. While there may be many factors that influence this, we speculate that schools with football programs have greater followings and therefore more views of their website. This in turn would cause more companies to place advertisements. Our contention that football is the cause is bolstered by the difference in football versus non-football schools value in Table 2. Note that only 7 of the 16 schools in the Big East have football while all do in the PAC-10.

We observed that the homepages in our study seemed cluttered and busy which is supported by our finding that the average number of advertisements is close to 19. With the addition of area devoted to content and links to other pages, the number of distinct areas on the homepage averages 30. This appears excessive given the size of most computer screens.

Finally the breadth of products and services sold seemed comprehensive. While we anticipated that selling tickets and clothing on the website would be a natural service desired by users, we were surprised that athletic departments would be in the business of selling ringtones and running auctions.

In conclusion, the development of university athletic websites will continue to evolve. In the period from our data collection until the present, most of the websites we reviewed have added, as an example, RSS news feeds and links to Twitter. It seems most likely that athletic departments will continue to seek new ways to use their websites to generate additional revenue. Whether they are mindful of the balance of content and commercialism remains to be seen. Future research should objectively test if the amount of commercialism on the websites is excessive by surveying the impressions of the users of the site.

References

Bennet, G.; Fereira, M.; Siders, R.; Tsuji, Y.; & Cianfrone, B. (2006). Analysing the effects of advertising type and antecedents on attitude towards advertising in sport. International Journal of Sport Marketing and Sponsorship, 8, 1, 62-81.

Brand, M. (2009). The 2009 NCAA State of the Association speech. Retrieved July 3, 2009, from http://www.ncaa.org/wps/ncaa?key=/ncaa/ncaa/ncaa+news/ncaa+news+online/2009/ association-wide/the+2009+ncaa+state+of+the+association+speech+-+1-15-09+-+ncaa+news

Cifarelli, J. (2000, May 15). In signage, what comes around goes far. Brandweek, 4, 20, 38.

Cooper, C. (2008). NCAA Website Coverage: An analysis of similar sport team gender coverage on athletic department’s home pages. Journal of Intercollegiate Sports, 1, 227-241.

Cooper, Tom. (2008). Between the summits: what Americans think about media ethics. Journal of Mass Media Ethics, 23, 15-27.

Cunningham, G.B. & Sagas, M. (2002). Utilizing a different perspective: Brand equity and media coverage of intercollegiate athletics. International Sports Journal, 6, 134-145.

McCoy, S.; Everard, E.; Polak, P.; & Galleta, D. (2007). The effects of online advertising. Communications of the ACM, 50, 3, 84-88.

Sagas, M.; Cunningham, G.B.; Wigley, B.J.; & Ashley, F.B. (2004). Internet coverage of university softball and baseball websites: the inequity continues. In D. Rowe (Ed.). Critical readings: Sport, culture and the media, 340-349, Berkshire, UK: McGraw Hill.

2013-11-25T17:45:49-06:00April 9th, 2010|Contemporary Sports Issues, Sports Management|Comments Off on University Athletic Websites: An Analysis and Comparison of Revenue Generation Features

An Examination of British Sport Security Strategies, Legislation, and Risk Management Practices

Abstract

Britain faces similar sport security issues to the United States such as terrorism and crowd management problems. In particular, hooligan activities have posed a significant challenge for the British government in the past 25 to 30 years. Major soccer tragedies, such as the Hillsborough disaster, prompted the British government to enact safety and security standards and legislation. Safety and security measures were also implemented to combat terrorist activities and curb illegal behavior at sporting events. This article will examine specific security strategies and risk mitigation measures employed by the English Football (soccer) League pertaining to stadium design, technology, risk management, hospitality, and industry best practices. Lessons learned from the British system may assist U.S. sport leagues in their security efforts.

Introduction

Britain faces similar sport safety and security issues to the United States such as terrorism (Steinbach, 2006) and crowd management problems (Pearson, 2006). An analysis of the English football (soccer) security system will highlight strategies, legislation, and risk management practices effectively utilized to curb illegal behavior at events. Lessons learned from the British system may help U.S. sport leagues deter terrorism and unruly fan behavior. Sports organizations should plan to deter potential incidents because of legal obligations, business continuity, and loss of reputation (National Counter Terrorism Security Office, 2006).

Hooligan activities have posed a major challenge for the British government in the past 25 to 30 years. Hooliganism involves disorderly fans and criminal activity that occurs before and after games, in or around stadiums, resulting in casualties or fatalities (Pearson, 2006). There are two different types of hooliganism: spontaneous and organized. Spontaneous hooliganism is a low level disorder in or around stadiums and is not as violent as organized hooliganism. Organized hooliganism is the more serious form of where violence is the norm and people get injured or killed (Pearson, 2006). These acts are sometimes pre-arranged by gangs who meet to fight other gangs before a football match. Hooliganism has been known as the “English Disease” because of its origination in Britain, but it is prevalent elsewhere in Europe (Pearson, 2006).

The 1980’s was known as the “Decade of Disaster” in England when two separate stadium crushing incidents resulted in over 200 injuries and 100 deaths (“Heysel Disaster”, 2000; “football fans crushed at Hillsborough”, 1989). The Heysel disaster occurred on May 29, 1985, in Brussels Belgium during a European Cup final between Liverpool and Juventus that drew over 60,000 fans. A stampede ensued before the game and police forces failed to stop the rush of fans and maintain order resulting in 39 people dead and many more injured. This tragic event led to the five year ban of any English club to exist in European football competitions. Inadequate seating arrangement at the Heysel stadium was the main cause for this disaster (“Heysel Disaster”, 2000).

The Hillsborough disaster occurred on April 15, 1989 and is known as the worst sporting disaster in British history (“Football fans crushed at Hillsborough”, 1989). During a match between Nottingham Forest and Liverpool over 2,000 people tried to cram into a section that already had 1,500 spectators. As thousands of people rushed into the stadium, the spectators in front were pinned against the fence that guarded the fans from the field and players. More than 200 people were injured and 93 died (1989). Hooliganism declined in the 1990’s due to the passing of the Taylor Report (1990), which forced all stadiums in England and Scotland to implement all-seated stadiums. Former British Prime Minister Margaret Thatcher also threatened to ban the sport of football because of hooligan acts (Pearson, 2006).

Besides the threat of hooliganism, British football stadium managers face the risk of terrorist attacks. After the Madrid train bombings in 2004, terrorism expert Police Chief Constable Barbara Wilding warned of an attack on the high profile Millennium Stadium in Britain because of its international exposure (BBC, 2004). This was the first warning issued of an attack that could occur at a high profile sport stadium in the United Kingdom. Furthermore, a thwarted terrorist attack during a soccer match between Liverpool and Manchester United in April of 2004 was reported. According to intelligence gathered by British authorities, suspected Islamic terrorists purchased tickets in many different areas of the stadium (Steinbach, 2006). Officials were able to prevent the attack by making 10 arrests the morning the match was originally scheduled to be played. The match between the two teams was played nearly a week later in front of 67,000 fans and an international audience (Steinbach, 2006). In 2007, a senior Liverpool police officer claimed that Liverpool Football Club’s new proposed iconic stadium at Stanley Park could be a significant target for a terrorist attack. Chief Constable Simon Byrne insisted that planners design the stadium to minimize openness to attack, specifically suicide bombers. The planning committee is to impose design standards set forth by the Association of Chief of Police Officers (ACPO). These standards set parameters for construction and design of the ground to reduce the likelihood and impact of an attack. The planning scheme already includes a high level Closed Circuit Television (CCTV) system, fully equipped control room, and its own on-site mini-prison (or custody suite) (Neild, 2007).

Proactive British Principles

Regulatory and Administrative Changes

The British government enacted legislation and security measures to combat hooliganism, crowd control, and terrorism incidents. The Football Disorder Act (1989); Football Spectators Act (1989); Football Offenses Act (1991); Football Act (1999); Football Disorder Act (2000); and Football Disorder Bill (2001) was enacted by government. These pieces of legislation prohibited hooliganism, categorized the different offenses that a person would be charged with, covered both domestic and international terrorist threats to sport stadiums, and assured that individuals who were banned would be prevented from attending matches inside and outside of Britain. Additionally, the Football Intelligence Unit was created to collect and disseminate information and intelligence about domestic and international issues that occur at or near sport stadiums (Football, 2007). Most significant, under new safety legislation each football club is required to hold a stadium ‘Safety Certificate’. The government produced and published a set of safety requirements in the ‘Guide to Safety at Sports Grounds’ for every club playing in the top four divisions in England. The local government authority (municipality) is responsible for issuing the safety certificate and ensuring the stadium complies with the requirements issued in the safety guide. In addition, each football club is designated a Safety Officer to assist facility management with safety strategies on match day. Safety officers are responsible for the recruitment and training of all stewards (Stadia Safety and Security, 2005).

Overview of Legislation and Regulatory Administration
Fire Safety and Safety of Places of Sport Act 1987 Football Act 1999
Safety at Sports Ground Act 1975 Football Disorder Act 2000
Football Disorder Act 1989 Football Disorder Bill 2001
Football Spectators Act 1989 Football Licensing Authority
Football Offenses Act 1991 Football Intelligence Unit

English Football Safety and Security Measures

Stadium Design

New design methods controlled stadium accessibility by restricting the size of grounds surrounding the stadium to provide limited space for loitering and less space to patrol for event management staff. This measure also limited vehicle access to the stadium as parking was limited to players, staff, and officials. Another important design element removed bleacher seating to all-seated stadiums; this in turn led to better control and organization of ticket sales for fan placement. Stadiums have homogeneous fan sections and empty buffer zones to segregate fans (Goss, Jubenville, & MacBeth, 2003). The British Association of Chief of Police Officers (ACPO) developed stadium design standards to set parameters for construction and design of the ground to reduce crowd management issues and the likelihood of a terrorist attack (Neild, 2007).

Technology

Command and control centers are located inside stadiums allowing police to monitor areas inside and outside the stadium. This control room possesses fire alarm and voice activation systems, turnstile monitoring capabilities, access to public address system, a door access control system for restricted areas, and a fully integrated Closed Circuit Television (CCTV) system. Additionally, a mobile command center is also established at football sites. What is known as the “Hoolivan”, this vehicle is equipped with CCTV for surveillance operations and maintains radio contact with officers inside and outside the stadium. Technological security measures, such as CCTV, Photophone, and FaceTrac are used to identify fans, run database searches, and send images to security personnel on the ground (“Tackling Football Violence”, n.d.).

Risk Management

British football stadium authorities conducted extensive risk assessments to determine specific risks, threats and vulnerabilities of respective venues. Categories of risk include strategic risks, operational risks, and financial risks. Strategic risks include planning failures, operational risks include human and process errors, and financial risks include financial control failures as well as disruptions in the flow of resources (Cotton, Wilde, & Wolohan, 2000). Football authorities also conduct a match assessment by “grading” each event individually, taking into consideration relative intelligence for the event, historical intelligence of the event (i.e. city rivalries, derby’s), capacity of stadium, and expected attendance. This type of assessment allows stadium authorities and local police to adjust security plans accordingly, thereby pre-determining resources, costs, and level of management needed.

Hospitality

Football clubs have marketed themselves to corporate businesses for specialized hospitality experiences to generate additional revenue. The desire by middle-class citizens to emulate the leisure pursuits of the more affluent created a more upscale football customer, thereby limiting the desire and appropriateness for violence (Winter, 2002). Stadiums have also incorporated leisure and entertainment experiences through unique stadium dining options and shopping venues that creates an atmosphere that discourages hooliganism. Furthermore, alcohol consumption can be governed in hospitality suites and club seating areas. Restricting alcohol distribution and encouraging responsible consumption reduces the likelihood of public drunkenness and disorder (Johnson, 1998).

Best Practices

The U. K. National Counter Terrorism Security Office (NaCTSO) issued rules, regulations, and procedures for event security staff at British stadiums and arenas, including a risk management plan guideline. The NaCTSO also provided best practices in the following areas: access control, screening/searches, traffic and parking, CCTV, and managing event staff. Table 1 provides a summary of the best practices under each area (National Counterterrorism Security Office, 2006):

Table 1: National Counter Terrorism Security Office Best Practices

Access Control

  • Employees wear credentials at all times when entering the stadium.
  • Vehicles parked close to the stadium posses a parking pass and are inspected for suspicious materials.
  • Individuals seek permission to gain access to restricted areas of the stadium. These individuals may need an ID card to gain access.
  • Event staff receives awareness training in dealing with suspicious persons entering the stadium.

Screening / Searches

  • Individuals entering the stadium comply with regulations that would include bag checking. Fans are denied entry upon refusal to comply with regulations.
  • Event staff divides spectators into two groups for stadium entry: one with bags and other items, and those who do not. This allows for better traffic flow into the stadium.
  • Event staff normally works in teams of two and conduct fan entry searches together. Depending on the security threat, one staff member performs bag checks and the other can conduct pat downs.

Traffic and Parking

  • Vehicles are requested to park more than 100 feet away from the stadium.
  • If a vehicle needs to be parked close to stadium, permission is granted ahead of time from the head officials of the stadium and the driver is identified to the Stadium Safety Officer.
  • Vehicles parking close to the stadium are searched.

Closed Circuit Television (CCTV)

  • CCTV operators are certified.
  • Stadium entrances and exits are monitored, as well as other critical areas of the stadium.
  • Spectators and employees are monitored for suspicious behavior.
  • Monitor individuals standing in prohibited areas, taking pictures of the stadium without consent, drawing maps, or appearing in large groups outside the stadium during the event.

Managing Event Staff

  • Manager’s train and exercise event staff on emergency and evacuation procedures, including responding to bomb threats and identifying suspicious vehicles and persons.
  • Conduct background checks during staff recruitment: individuals are required to provide their name, date of birth, insurance (SSN) number, and proof that they are permitted to work in the country.
  • Staff members from outside the U.K. provide a passport and a Home Office document that permits them to work in the country.
  • Observe staff members exhibiting strange behavior.
  • Employees wear ID tags on them while working.
  • Contractors or agency staff wears credentials at all times.
  • Stadium Security Officers communicate with local police and the Counter Terrorism Security Advisor (CTSA) assigned to the respective stadium.

Lessons Learned: Application to the United States

Training

U.S. sport programs should consider training stadium ushers and event day staff in crowd control methods and spectator safety. Additionally, the sporting organization should conduct a continuous training and exercising program for event staff and evaluate staff members after each game to identify problems and address issues before the next event. Event staff members working stadium security should be certified and backgrounds checks conducted to prevent unwanted personnel gaining access to the venue. Furthermore, staff members should have permission to work within the United States.

Crowd Management

Sport programs experiencing illegal fan behavior or reoccurring crowd control issues may consider utilizing fan placement and ticketing strategies to divide opposing fans. Sport event managers may also utilize ticket taking and screening strategies by dividing fans into groups before they enter the stadium by establishing two entry lines – one group consisting of fans with tickets only, while the other group consists of fans with bags or other items that may need to be searched dependent upon the facility’s prohibited items policy. Management may also consider adopting Britain’s Football Officers Staff program, in which the sport leagues employ staff members to patrol not only the perimeter of the stadium, but also at any train, subway, and rapid transit stations, where fans meet to go to a game. Alcohol management is also critical. Alcohol consumption should be restricted to curb public disorder. Further, the sport organization may wish to ban any person who is arrested or ejected from a stadium and any person receiving a banning order could be prevented from attending games at home or away for a designated period of time, i.e. three years.

Security Management

Major sport stadia should have established a command and control center inside the stadium with surveillance capabilities, such as CCTV, and technological advanced tools, i.e. FacTrac. Management should designate a stadium security officer at each venue to coordinate security efforts and communicate with local police, fire, medical services, and emergency management. The stadium security officer should also collaborate with the noted agencies to conduct venue and event-specific risk assessments in order to determine threats and vulnerabilities. Conducting game/event assessments by “grading” each event individually will help take into consideration relative intelligence for the event, historical intelligence of the event, capacity of stadium, and expected attendance.

Best Practices/Standards/Legislation

Understandably, it would be very difficult to implement sport-specific safety and security legislation in the U.S. given the nature of the federal and state government systems; however sporting governing leagues should consider implementing safety and security standards and/or operational acceptance guidelines to ensure consistent safety and security practices across all venues. Furthermore, they can develop stadium design standards to set parameters for construction and design of the ground to reduce crowd management issues and the likelihood of a terrorist attack (similar to the Guide for Safety at Sports Grounds – Stadium Safety Certificate).

Conclusion

Due to major sporting disasters and loss of life, British sporting authorities and government implemented necessary safety and security standards and legislation to combat hooligan activities and terrorist threats. The U.S. sport industry should take a proactive approach to sport safety and security before a catastrophic incident occurs. Proven safety and security methods in the English Football League system have been highlighted for consideration. U.S. sport venue owners/operators should focus on mitigating risks and developing the most effective safety and security plans, policies, procedures, and protective measures.

References

BBC (2004). Police Chief’s stadium terrorism fear. Retrieved January 22, 2008, from http://news.bbc.co.uk/2/low/uk_news/wales/3549925.stm

Cotton, D.J., Wilde, T.J., Wolohan, J.T. (2000). Law for Recreation and Sport Managers. Dubuque, IA: Kendall Hunt Publishing Company.

Football fans crushed at Hillsborough. (1989). Retrieved October 11, 2007, from
http://news.bbc.co.uk/onthisday/hi/dates/stories/april/15/newsid_2491000/2491195.stm

Football. (2007). Retrieved January 22, 2008, from http://www.btp.police.uk/issues/football.htm Guide to Safety at Sports Grounds (2008). London: The Stationary Office.

Goss, B., Jubenville, C., & MacBeth, J.L. (2003). Primary principles of post-9/11 stadium security in the United States: Transatlantic Implications from British Practices. Available at: www.iaam.org/CVMS/Post%20911%20Stadium%20Security.doc

Johnson, W. O. (1988). Sports and Suds. Sports Illustrated, 78, 70-72. Retrieved February 10, 2009, from http://vault.sportsillustrated.cnn.com/vault/article/magazine/MAG1067600/1/index.htm

National Counterterrorism Security Office. (2006). Counter Terrorism Protective Security Advice for Stadia and Arenas. Association of Chief Police Officers in Scotland. Available at: http://www.nactso.gov.uk/documents/Stadia%20Doc.pdf

Neild, L. (October 31, 2007). Police fear new Liverpool stadium could be terrorist target. Liverpool Daily Post. Retrieved February 10, 2009, from: www.liverpooldailypost.co.uk.

Pearson, G (2006). Fig Fact-Sheet Four: Hooliganism. Retrieved October 11, 2007, from http://www.liv.ac.uk/footballindustry/hooligan.html

Stadia Safety and Security. (2005). The Prevention of Football Related Violence. FA Student Research Source. Available at: http://www.thefa.com/NR/rdonlyres/CEEB70F9-695A-4F70-8898-8BBE6BBC16BB/95078/1982Sec9.pdf Steinbach, P. (2006, September). Storm: A year removed from the dark days of hurricane Katrina, college athletic departments are now being viewed in a new light – as disaster response specialists. Athletic Business, 38-46.

Tackling Football Violence (n.d.). Football violence in Europe: tackling the problem. Social Issues Research Center. Retrieved February 10, 2009, from: http://www.sirc.org/publik/fvtackle.html

The Heysel Disaster. (2000). Retrieved October 11, 2007, from http://news.bbc.co.uk/2/hi/uk_news/768380.stm

Winter, H. (2002). Premiership safe from hooliganism. Daily Telegraph. Retrieved February 10, 2009, from http://www.telegraph.co.uk/sport/2428630/Premiership-safe-from-hooliganism-says-Scudamore.html

2016-04-01T09:53:07-05:00April 9th, 2010|Contemporary Sports Issues, Sports Management|Comments Off on An Examination of British Sport Security Strategies, Legislation, and Risk Management Practices

Stop the Presses!

Abstract

As professional athletes become increasingly frustrated with journalists, they are bypassing them with more than just statements of “no comment.” Instead, they are posting their own messages and updates on personal websites and Twitter accounts. And athletes are not the only entity demonstrating a decreased trust and reliance upon traditional journalism.

To begin with, technological advances have severely altered the manner in which information is communicated. The rapid growth of internet sites and other networking platforms is at the center of this change, offering immediate access to information for anyone who can type the word “google.” Further, blogging, texting, and tweeting have created a plethora of sources from which one can gain access to sports information. This has created major challenges for anyone working in the field of sports journalism.

Unfortunately, increased accessibility does not always lead to increased accountability. In fact, this enlarged market has led to decreased reliability as journalists feel augmented pressure to provide breaking news and headlines to gain public attention and revenue. Consequently, journalists are increasingly sensationalizing and dramatizing the personal lives of athletes in an effort to stay competitive.

As a result, this has caused a noticeable breakdown in the relationships between journalists and professional athletes; what was once a harmonious association is now caustic. As the trust between the two continues to dissipate, professional athletes are taking matters into their own hands, literally. They are tweeting and texting, updating their blogs and websites, all from the access of a phone in the palm of their hand. They are increasingly bypassing the need and desire to talk with journalists. As this battle rages on between journalists and professional athletes, technological advances will continue to aid the fight of the athletes.

Unfortunately, the express emergence of innovative, technological methods of communication have caused undocumented pressure to deliver a fresh, innovate story that will sell, which ultimately affects the sound principles of journalism – ethics, accuracy, and professionalism. As the presses start rolling to a halt, it is clear that any sports journalist refusing to follow the road of technological advances will ultimately fall behind the curve.

Introduction

This paper will examine the rapid evolution of traditional sports journalism. It will begin by suggesting a variety of driving forces fueling the shift from traditional journalism of pen and print, to click and internet. Then, it will discuss the implications this shift has upon the realm of sport; for it is not only journalists who are affected, but also professional athletes, sports organizations, and fans alike. As technological advances progress, and trusting, ethical relationships between journalists and athletes regress, there is danger that the presses may indeed come to a complete stop.

Definitions of Terms

Blog
a type of website, usually maintained by an individual with regular entries of commentary, descriptions of events, or other material such as graphics or video.
ESPN
Entertainment and Sports Programming Network
Facebook
Website for people to create personal pages on which they can post pictures and all manner of personal information and communicate with others.
TMZ
“Thirty Mile Zone” A term which originated in the 1960s due to growth of ‘on location’ shoots in Hollywood. A “thirty mile zone” was established to monitor the regulations of these shoots. Now, the acronym is used as a celebrity news source compromised of paparazzi who will report every minute detail of celebrities’ personal lives.
Twitter
Twitter.com is a social networking and “micro-blogging” website which enables users to write short messages to each other.

Review of Literature

Traditional, old-fashioned sports journalism highlighted the events of a game and the individual performances of athletes. People eagerly awaited the delivery of the morning paper to read the game summary and analyze the box scores; however times have changed. Not only are people no longer waiting for the newspaper to be delivered to their front door step, they are not even purchasing the paper at all. “Following an average drop of 10.6% in the last 12 months, daily newspaper circulation has fallen to a pre-World War II low of an estimated 39.1 million; which means only 12.9% of the U.S. population buys a daily newspaper,” (Mutter, 2009). The main reason for the decline is due to technological advances that allow instant access to every score, highlight, and play-by-play via internet websites, postings, and blogs. Certainly, the dying reliance upon the newspaper and printed word is causing a major change in the field of sports journalism; and there are a number of forces causing the presses to come to a halt.

Increased Accessibility & Immediacy

The most influential impetus behind the change in the field of sports journalism is the evolution of technology. There is no doubt we are living in a society bombarded by an explosion of mass media, and a demand to access information at a faster pace. This is proven by the fact that as newspaper and magazine sales continue to decrease, there is an immense increase in internet sites. The internet has revolutionized the world of sports journalism by providing immediate access through blogs, instant messaging, tweeting, Facebook, and a plethora of other platforms. Ultimately, the factors of increased accessibility and immediacy have forced traditional newspaper journalists to conform to a new system, or lose their position.

Further, due to the increased access of sporting events via the internet, satellite, and other advances in technology, a mere review of sporting events and scores is no longer as important to audiences. As Greg Bowers, an assistant professor at the Missouri School of Journalism stated, “The old reason for buying the paper is gone. What journalists are trying to do is create a new reason for buying the paper,” (Brown, 2008). This shift in focus, caused by pressure to compete with the immediacy and accessibility of the internet has caused the traditional newspaper presses to stop rolling.

Increased Competition & Pressure

To begin with, the increased market of media outlets has significantly increased the level of competition among journalists. In order to stay competitive, journalists began reporting on a variety of aspects that were only loosely, if at all, connected to the professional sports game. They began intruding upon aspects such as the owner’s hiring decisions, manager’s coaching decisions, and most importantly the personal lives of professional players.

In addition, in an attempt to stay competitive, newspaper and magazine editors began placing increased pressure upon journalists. In order to compete with the internet culture of reporting, journalists are increasingly being encouraged to look for stories outside the lines and boundaries of which they were traditionally accustomed. As Michael Rand, sportswriter for the Minneapolis Star, stated, “The 24/7 nature of news, an evolutionary trait that’s ossified over the past 20 years, compels reporters to dig ceaselessly for novel information, rather than hone stories,” (Rowe, 2008). In addition, many sports editors are forcing journalists to operate in a different manner by requiring them to create blogs online in addition to their traditional reporting. Further, to show the importance of these blogs, the success of the journalists is often evaluated by the number of “hits” or responses the blog incites. Due to the fact journalists are evaluated by this measure, they feel increased pressure to report on controversial issues that will attract the greatest audience. As a result, the pressure upon sports journalist to be the first to report breaking news began to cause a trend of irresponsible journalism.

Irresponsible Journalism

The simplicity of the concept of sports journalism is that it should be focused on sport; on the athletic talents of professional athletes, not their personal lives. Unfortunately, the increased competition and economic pressures have led to decreased ethics in reporting, as journalists are forced to develop the most controversial stories that will sell. Too often these stories are laden with sensationalism and scandal, and have the potential to tarnish an athletes’ reputation. Further, with the inception of numerous sport specific television stations, radio shows, magazines, and internet sites, a personal situation involving a professional team or athlete can be spread across the nation in a matter of seconds. “What has changed is the omnipresence of the technological mass media. What used to be whispered or spread through word-of-mouth is now available instantaneously to millions of people,” (Silverman, 1999). Therefore, the affects of irresponsible reporting on the personal lives of professional athletes can be extremely damaging.

For example, one newspaper, The News & Observer, did more harm than good in its coverage of the Duke Lacrosse scandal. Instead of focusing on the facts of the case, the newspaper caused additional conflict and controversy as it indulged in speculative information. Worse, the newspaper then blamed the players involved for not being available for interviews so they could print the truth. “We were hampered early on by the unwillingness of the players, their families or other representatives to speak with our reporters,” (Ham, 2007). Further, they went on to admit, “some of our coverage played to stereotypes, and a couple opinion columns drew sweeping conclusions too quickly.” This irresponsible reporting has been more and more widespread, as journalists compete with each other for the best story to attract attention and make revenue. Unfortunately, this type of journalism results in more sensationalized, opinionated stories rather than fact-filled reporting.

Just the Facts

Another problem with the current trends of sports journalists is that instead of focusing on providing necessary information, they take provocative stances on issues, speculate details, and share more opinions than facts. One example is the case with NFL player Sean Taylor, who after being shot, journalists decided to focus on his negative past and rap sheet to fill time until more information was made available about the investigation of his death. Despite the claims of ESPN senior vice president and director, Vince Doria, who stated, “I don’t know how you could have ignored his past offenses, but the directive to shows was to take steps not to link that behavior to this incident,” (Schrieber, 2007). Apparently, no one received that memo. Instead, in the absence of facts, journalists filled the headlines with all of his past illegal behaviors, speculating the cause of his death. In the process, they tore apart the reputation of a dead man. One has to wonder how that reported negativity affected his family, and if the actions of journalists in this situation were truly responsible and ethical.

Societal Demands

Certainly, society is also to blame for the alteration of focus in the field of sports journalism. For, as a society, we yearn most for two types of media stories; those involving celebrities and those involving drama. Therefore, the arrests, club brawls, domestic violence, and extra-marital affairs by professional athletes are certain to peak our interest and draw our attention. As proof of the desire for this trend in journalism, it is these controversial stories that are given the most attention, never failing to make the front page headlines and nightly highlight reels. According to a study by Richard Lapchick, director of the Institute for Diversity an Ethics in Sports, “What we’ve seen is about 100 athletes a year, on average, arrested for violence against a woman and 75 for some form of recreational drugs. So roughly three times a week, you pick up a paper or watch TV, see something like that, and it creates an impression in people’s minds that there’s a pattern,” (Litke, 2006). This creates a negative image of athletes in the minds of society, and a distrust of journalists in the minds of athletes.

Professional Athletes Fed Up With Sports Journalists

Due to the reasons discussed above, an increasingly contentious relationship is developing between sports journalists and professional athletes. The recent situation with Tiger Woods serves as a poignant example of the conflict, as journalists bombarded into his personal life. Since the Woods predicament began, journalists have been shouting for Tiger to come forward, talk to them, and present his side of the story. Woods, however, has chosen to take a different approach and remain hidden and quiet; a move that has seemingly infuriated the media. In fact, Woods shared more information with the public through his own methods than he did through journalists. While he told reporters he was unavailable and had no comment, he communicated through posts on his Web site. Despite his silence, journalists have fought hard to create stories and report on Woods’ transgressions, as evidenced by reports from the News Coverage Index that report 6% of the entire world news was dedicated to Tiger’s situation the week the story broke. Further, journalists continue to follow Woods’ personal life as he admitted himself to a sex addiction recovery program, certainly a private matter, and none of the public’s business, but that has not stopped the published stories, and the continued invasion into his private life.

As Tiger quietly made a statement that he refuses to play into the media game, society must understand that this all is just a game; a game driven more by profit than ethics. This is evidenced by the fact that photographs of Tiger with another woman were first discovered over a year ago, but the media made a deal that in exchange for not publicizing the pictures Woods would do a cover story for Men’s Fitness magazine, (Goldstein, 2009). Therefore, if it were simply about reporting what is right instead of making a profit, the Woods story would have been leaked long ago. It seems all but perhaps one journalist understands and agrees. Jason Whitlock, reporter for FoxSports.com, was one of the few journalists to admit the media was in the wrong. “It’s important for the public to know that the media act dishonestly all the time. We’re far more phony than Tiger Woods ever could be,” (Whitlock, 2009). He further admits, “This whole affair highlights why the mainstream media have lost the public’s trust. We don’t deserve it. We’re controlled by hidden agendas,” (Whitlock, 2009).

Effects of the New Game Plan

The two most detrimental effects of the changes occurring in the field of sports journalism are the decrease in accuracy of sports journalism, and the deterioration of the relationship between journalists and athletes.

Accuracy in Jeopardy

One result of “searching for a story that will sell,” is that journalists often report more opinion than fact. A recent survey confirms an “observed trend in the media around the world of almost a race to the bottom in terms of superficial content in sports coverage focusing on personalities, events and gossip rather than much if any serious content, and almost nothing on the political, economic and social aspects of sport,” (Davies, 2002).

An additional problem is the lack of concern by journalists when they report incorrect information. “In the olden days of newspapers, if you were wrong, you had to write a correction in the next day’s paper and go to the editor’s office and explain why and how you screwed up. That correction also showed up on your annual review. The only repercussions today is a lack of credibility,” (Davies, 2002). Ultimately, there are many concerns causing feelings of resentment and caution when it comes to the recent trends of mass media sport reporting. Even if journalists report erroneous information, the more sensationalized, the greater audience attracted. Therefore, journalists are rewarded for reporting quickly, regardless of the accuracy.

In addition, accuracy will continue to be compromised as journalists now have to compete with a whole new beast of independent bloggers. As almost anyone can post a blog, the lines have become blurred as to who is the reporter and who is the audience. Ultimately, the influx of bloggers impacts the accuracy and credibility of traditional, professional journalists. In fact, major problems with accuracy have already begun to appear, as evidenced by the erroneous, premature Twitter message that stated NFL player Chris Henry had died, when in fact he was still alive at the time. Compounding the problem is that “Gossip Web sites that don’t reveal their sources and tabloids better known for stories on extraterrestrial sightings have apparently become reliable sources of information,” stated Chris Zelkovich, writer for the Toronto Star. Further, as new sites begin to emerge, such as the innovative TMZ sports specific gossip blog, sports journalists will have to fight even harder to keep a sense of trust and accuracy in reporting. “This new TMZ publication could be an “industry game changer that could somewhat destabilize ESPN’s complete dominance over the field of the sports blogosphere,” (O’Keefe).

Declining Ethics

Another aspect that has been affected by the shifts in sports journalism is the level of ethics among sports journalists who report upon the personal lives of professional athletes. While sports journalists continue to report negative stories about professional athletes, they neglect to understand the affects of their reporting. As a result of their pursuit to be first to report a story, or gain publicity, journalists end up tarnishing the images of professional athletes forever.

Surely, it would be considered irresponsible reporting if a sports journalist did not disclose an athlete’s negative behaviors that directly affected his sports performance. For example, when an athlete has admitted to using steroids, or other performance-enhancing drugs, the action directly affects their professional skills or job. However, if it has nothing to do with their sports-performance, then is it ethical to report it to the rest of the world? For example, the adulterous behavior of Tiger Woods is mortifying to many, but it does not directly involve, nor affect, his performance as a professional athlete. Regardless that one would be hard-pressed to find someone to condone his behavior, it is still part of his personal life that is none of the public’s business. However, as a result of the media continually reporting every detail of his private situation, sponsors were forced to cease their endorsement deals with Woods. They could not afford the potential negative publicity associated with him. As a result, Tiger will lose an estimated $110 million a year in endorsements, (Park, 2009).

Therefore, in the end, the media intrusion not only cost him his privacy, it also caused him to lose his reputation, his endorsements, and subsequently millions of dollars. It is hard to easily accept this, as the other side of the coin is that sports media and journalists profited millions off of their reporting. This further proves that journalists are more interested in profit than ethics. Tiger Woods’ golf swing earned him a number one rank in the world for all but 32 weeks of the past decade; however, due largely in part to the over-involvement of journalists, ironically the swing his wife took with a nine iron served as the impetus for landing him in the largest sand-trap of his life.

Severed Relationships

One major affect of the increased personal reporting of journalists is a breakdown in what was originally a harmonious relationship with professional athletes. It was a simple process – professional athletes played games, journalists reported on games, and fans were informed. In fact, it has been a well-known fact that journalists have developed unique, personal relationships with professional athletes. So unique, an unspoken agreement has been conjured in which journalists usually agree to turn a blind eye to extra-marital affairs, gambling, or other unethical behaviors. As explained by Tom Jolly, The Times’ sports editor, “The general policy is that we try to limit what we report to whether it affects on-field play,” (Calderone, 2007). As long as the action had nothing to do with the performance of the athlete on the field, it was off the record. Unfortunately, as times have changed, so has the focus of journalists and their relationship with professional athletes. One of the first examples to illustrate the change was a situation that occurred with MLB player, Alex Rodriguez. In 2007, a newspaper published a picture of Rodriguez out on the town with a woman who was not his wife. “When I saw it and heard it, it was like ‘Wow!’ This was very, very different from my own experience in covering teams. It felt like the line had been moved,” stated Buster Olney, a former Yankees beat reporter for The Times, (Calderone, 2007). Some reporters suggested the Rodriguez story broke the mold because he was generally not well-liked by reporters. Others propose it had to do with the fact he was the highest-paid player in baseball, yet not living up to team or fan expectations. Regardless of the reason for publishing the story, the information had nothing to do with his athletic performance or ability. Sports journalists invaded his private life simply to make a profit, with no concern for how it affected him. As evidenced by a spokeswoman from the newspaper that printed the story, Suzanne Halpin, “It was the biggest story in town last week, and we’re proud to have broken it,” (Calderone, 2007). As journalists find ways to rationalize and defend reporting of this nature, it is clear the lines of ethics are beginning to be crossed and the relationships between journalists and athletes will ultimately sever.

While it seems it would be advantageous for sport journalists and professional athletes to work with and depend on each other, the level of mistrust between the two only seems to increase. “Sports journalists are in the proverbial know, and they dispense with incredible vigor their judgments against the personal character of players and coaches,” (Rowe, 2008). Due to the fact that many journalists are increasingly crossing the lines with their content and level of reporting as they dig for stories, many athletes fear being misrepresented. An invasion of personal lives, characterized by false accusations, sham allegations, and rampant sensationalism create skepticism by athletes. As a result, the relationship between journalists and athletes begins to deteriorate. As Sports Illustrated states, “The clubs and the media, as if stuck in a bad marriage, have grown apart,” while Kansas City Royals’ pitcher David Cone said, “We feel like targets; a lot of times the media is looking for a reason to get on you. Negativity sells.” As journalists incessantly and greedily search for controversial issues, players become increasingly frustrated and furious at the invasion of their personal lives. Ultimately, this is leading to athletes taking matters into their own hands through the use of social networking sites.

Summary and Conclusions

Increase of Social Networking Sites

Ultimately, as the credibility of journalists continues to decline, a new generation of sports coverage is developing. Certainly, one of the most influential changes in the field of sports journalism is the increase of social networking. Social networking sites such as blogs, Facebook, MySpace, and Twitter are surging among all spheres of the population, and emerging as a powerfully influential trend in sports. In fact, frustrated athletes are utilizing these high-tech platforms as their own, more controlled, means of communication in order to avoid the traditional sources of implausible media. In addition, as these technological advances afford professional athletes greater access to audiences than traditional news sources, they continue to complicate the process for journalists.

First and foremost, social networking sites allow athletes to share their thoughts and feelings first-hand without having to go through traditional methods such as journalists. Some recent examples of athletes using the non-traditional media are Denver Broncos player, Brandon Marshall, who refused to talk to the media, but instead posted a blog on his website informing fans that it was time he left Denver. Likewise, former Red Sox pitcher Curt Schilling used his blog to announce his retirement. In addition, NBA player Shaquille O’Neal reported most of the surrounding news of his trade through Twitter instead of using a traditional journalist.

In fact, Twitter is perhaps one of the most popular sites among professional athletes. Twitter acts as a type of social media database, allowing people to share brief messages and information; and its popularity is evidenced by the 1,382 percent increased visits between the years of 2008 and 2009. Further, while the service does not release numbers on how many people have signed up for the service, the media estimates put the number at around 6 million, (Valade, 2009). These numbers make Twitter the fastest growing member community destination. This increase in the use of networking sites will undoubtedly continue to decrease the use and need of traditional journalism.

Additional examples of the use of Twitter can be found through a variety of athletes. Fed up with drug allegations, Lance Armstrong did not want to talk to the media anymore. Instead, he sent out real-time messages on Twitter, including a time-sensitive post that French anti-doping authorities had dropped charges against him for failing to follow testing protocols, released before journalists had a chance to report it. In addition, NBA player, Kevin Love, used Twitter to announce his coach had been released. He was the first one to make the announcement, before any other media source.
Further, professional athletes are even using Twitter to promote their own personal websites. This can attract and lead fans to their sites where they have increased control as to the manner in which information is presented. It also affords athletes a chance to reply or refute stories journalists may present. In addition, professional athletes are increasingly able to expose themselves in a positive manner, attract fans, and gain publicity, which can lead to increased popularity and lucrative contract deals, something for which they used to rely upon traditional journalists. Ultimately, publicity sells, and professional athletes are making smart business moves with these new social networking platforms.

Even the professional leagues are using these new social networking sources. The NFL used Twitter to announce draft selections; the NHL used Twitter to reach over 234,000 people on opening night of the playoffs; and the NBA team, the Portland Trailblazers, credit Twitter to drawing more than 10,000 fans to a playoff rally, (Whiteside, 2009). In fact, most professional sports teams now have their own Twitter accounts which they use to promote ticket giveaways and other marketing campaigns. Even college programs are beginning to utilize Twitter as a major form of communication. “Social media presents a range of new opportunities and a complete increase in control of coverage for universities and professional sports teams,” (O’Keefe, 2009). This will ultimately affect the manner in which traditional journalists are used to report both professional and college athletics. As these organizations engage in their own forms of promoting themselves through social media, they can even gain increased revenue by selling ads on their own sites. Ultimately, this furthers that amount of competition journalists have to face, and pushes them farther into being obsolete.
Certainly, one of the main concerns among traditional media sources is that as the popularity of these social networking sites increase, the need for traditional media sources may decrease. “Celebrities are using social media and bypassing media gatekeepers,” (McCracken, 2009). This is especially true as the audience of Twitter has been proven to consist of a majority of adults. “Use of social networking by people aged 35 to 54 grew 60 percent in the last year,” (Miller, 2009). While traditional newspapers may not be hit as hard when teenagers, who never bought their newspaper, use these forms of technology, they do feel the impact when adults start blogging and tweeting instead of flipping the pages of a newspaper.

Conclusion

The profession of traditional sports journalism is on the brink of extinction. In fact, Fox Sports analyst, Jason Whitlock, recently made the claim that “ESPN killed sports journalism.” He believes the corporation was responsible for overpaying and showering the most talented sports writers with fame to the point in which they became more concerned about appearance than content, (Whitlock, 2009). Indeed, his analysis of the death of sports journalism is abundantly supported. Increased accessibility, competition, and pressure are at the core of the collapse of traditional sports journalism. In addition, irresponsible journalism, societal demands, and the increasing frustration of professional athletes have helped fuel the negative image of journalists. As a result, there has been a decline in ethics and professionalism, which has ultimately led to severed relationships with professional athletes and sporting organizations.

In addition to the driving forces mentioned above, technological advances continue to impact the field of sports journalism. The almost incalculable increase in the use of social networking sites allows anyone and everyone to post information, which is accessible 24/7. This saturated market impels an immense level of competition among journalists, forcing them to conform or become a nonentity. “The traditional game story died years ago. Offering depth and analysis and telling the behind-the-scenes stories is where sports journalism has gone. Whether it’s the right direction has yet to be determined,” (Brown, 2008). There is no doubt the business of sports journalism has been altered, and unless traditional journalists and newspaper organizations conform to the changes, the presses will undoubtedly roll slower and slower until they come to a complete stop.

References

Arango, T. (2009, April 27). Fall in newspaper sales accelerates to pass 7%. New York Times. Retrieved July 10, 2009, from http://www.nytimes.com/2009/04/28/business/media/28paper.html.

Barrett. W. (1994, January). Us vs. them: athletes and the media. USA Today. Retrieved July 1, 2009, from http://findarticles.com.

Brown, G. (2008). Truth be told. NCAA. Retrieved from http://www.ncaachampionmagazine.org/Championship%20Magazine/ChampionMagazineStory/Articles0708/tabid/84/articleType/ArticleView/articleId/164/Default.aspx.

Calderone, M. (2007, June 5). Hey, A-Rod! Smile! The New York Observer. Retrieved from http://www.observer.com

Cutbirth, J. (2010, January 2). Leach incident shows ESPN ethics stink. Huffington Post. Retrieved from http://www.huffingtonpost.com/joe-cutbirth/leach-incident-shows-espn_b_409270.html.

Davies, R. (2002, November 11). Media power and responsibility in sport and globalization. Play the Game. Retrieved July 10, 2009, from http://playthegame.org.

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Ham, J. (2007, April 16). Media rehab and the Duke lacrosse case. Carolina Journal Online. Retrieved July 5, 2009, from http://www.carolinajournal.com/mediamangle/display_story.html?id=4011.

McCracken, E. (2009, December 21). Local professors discuss how the Tiger Woods, live controversies are changing the media game. Retrieved from http://www.flipsidepa.com.

Miller, C. (2009, August 25). Who’s driving twitter’s popularity? Not teens. The New York Times. Retrieved from http://www.nytimes.com.

Mutter, A. (2009, October 26). Record plunge: newspaper circ at pre-WWII low. Retrieved from http://newsosaur.com.

O’Keefe, C. (2009, December). Sports information directors beginning to value social media over mainstream coverage. Past the Press Box. Retrieved from http://www.pastthepressbox.com

Rice, J. (2009, June 29). Sports leagues as media moguls: what happens when the people we cover start to control the news? Nieman Journalism Lab. Retrieved from http://www.niemanlab.org/2009/06/sports-leagues-as-media-moguls-what-happens-when-the-people-we-cover-start-to-control-the-news/.

Rowe, M. (2008, April 3). How sports writing lost its game. Retrieved from http://www.utne.com

Schreiber, L. (2007, December 10). Proportion, perspective missing ingredients in news coverage. Retrieved July 1, 2009, from http://sports.espn.go.com.

Whitlock, J. (2009, December). Here’s truth behind Tiger Woods scandal. FoxSports. Retrieved from http://msn.foxsports.com

2013-11-25T17:55:19-06:00April 9th, 2010|Contemporary Sports Issues, Sports Management|Comments Off on Stop the Presses!

An Analysis of Leadership Qualities That Influence Male and Female Athletes in Middle School Interscholastic Team Sports

Abstract

The purpose of this study was to determine what behavior styles of leadership male and female athletes in middle school interscholastic team sports prefer their coaches use. The study compares those behavior styles of leadership used by coaches on male and female athletes at three different middle schools. The study compares males and females to determine if the preferred behavior styles of leadership are similar.

Results of this study detected a statistically significant difference in the leadership behavior styles by male and female coaches among the middle schools between the following dimensions: (1) democratic behavior and training and instruction, (2) autocratic behavior and training and instruction, (3) social support and training and instruction, (4) positive feedback and democratic behavior, (5) positive feedback and autocratic behavior, (6) positive feedback and social support. The study did detect a statistically significant difference in the behavior styles of leadership used at the different middle schools in the dimensions of autocratic behavior, training and instruction, and positive feedback. This study did not reveal a statistically significant difference between the middle schools in the dimensions of democratic behavior and social support. Finally, the study detected the only statistically significant difference between male and female coaches in middle school interscholastic team sports in the five dimensions of leadership behavior was in training and instruction.

Results of this study indicate that male and female coaches use different leadership behavior styles to deal with male and female athletes in middle school interscholastic team sports. The study reveals that female coaches place more emphasis on the training and instruction behavior style of leadership than male coaches.

This study does not examine which behavior style of leadership is superior for the overall success of an interscholastic middle school athletic program. What follows is the basis for this study, procedures used to conduct the research, an analysis of the data, conclusions, and finally, recommendations for further research on this topic.

Research Questions

This research study entitled An Analysis of Leadership Qualities That Influence Male and Female Athletes in Middle School Interscholastic Team Sports was conducted to answer the following research questions:

  1. Was there a difference in the median scores of the five Leadership Scale of Sports dimensions among eighth grade females in middle school interscholastic team sports?
  2. Was there a difference in the median scores of the five Leadership Scale of Sports dimensions among eighth grade males in middle school interscholastic team sports?
  3. Was there a difference between eighth grade males and eighth grade females who participate in middle school interscholastic team sports in the median scores of the five Leadership Scale of Sports dimensions?
  4. Was there a difference among the three middle schools in the median scores of the five Leadership Scale of Sports dimensions?

Subjects

Subjects for this study were male and female athletes who participated in interscholastic
team sports at their middle schools during their seventh and eighth grade years. The schools selected for this study were three different middle schools from Central Texas which include Bastrop, Cedar Creek, and Elgin middle schools.

Methods

Data for this study was collected using the Leadership Scale of Sports (LSS) questionnaire with the permission of Dr. Packianthan Chelladurai Ph.D at Ohio State University. Athletic coordinators at each school were given verbal directions in person prior to the questionnaires being mailed. The data was analyzed quantitatively using the 15.0 version of Statistical Package for Social Sciences. Several statistical tests were used to analyze the data. The Freidman test is a test used for two-way repeated measures analysis of variance by ranks. This test was used to determine the statistically significant difference based on gender among the three middle schools in at least one of the five dimensions of leadership behavior. The Wilcoxon signed-rank test is a non-parametric statistical hypothesis test used for two related samples or repeated measures on a single sample. In order to determine the location of the difference, a series of Wilcoxon signed-ranks tests using the Bonferroni adjustment to the p-value were administered. Because there are ten comparisons to be measured, 0.05 was divided 10, rendering a new p-value of 0.005 The Kruskal-Wallis test is the non-analog test, an ANOVA; this test was used to compare three or more medians among schools based on gender. In order to determine if there were differences between males and females concerning the median scores on the (LSS), the Mann-Whitney U statistical test was used.

Results

The first research question in this study asked whether there was a difference in the
median scores of the five leadership scale of sports dimensions among eighth grade females in middle school interscholastic team sports. This question can be answered by the results of the Friedman test in Table 1.13, which clearly shows a statistically significant difference among females athletes in at least one of the five leadership scale of sports dimensions of leadership behavior from Bastrop, Cedar Creek, and Elgin middle schools. Based on this data, a series of pair wise comparisons was made to determine where the differences lie by using Wilcoxon signed Rank Test and a Bonferroni adjustment to the p-value. Because ten comparisons were made, 0.05 was divided by by10, to get a new p-value of.005.
The results of the Wilcoxon signed-rank Test in Table 4.13 show a statistically
significant difference at the 0.005 alpha level among the females athletes between
between the following dimensions: (1) democratic behavior and training and instruction, (2) between autocratic behavior and training and instruction, (3) between social support and training and instruction, (4) between positive feedback and democratic behavior, (5) between positive feedback and autocratic behavior, and (6) between positive feedback and social support.
The data in Table 3.13 reveals the first statistically significant difference between the dimensions of democratic behavior and training and instruction among female coaches at the respective middle schools. Female coaches at Bastrop Middle School had a mean score of 3.13 for democratic behavior, and a mean score of 2.1 for training and instruction. Female coaches at Cedar Creek Middle School had a mean score of 2.60 for democratic behavior and a mean score of 2.3 for training and instruction. Female coaches at Elgin Middle School had a mean score of 3.07 for democratic behavior and a mean score of 2.3 for training and instruction. This data clearly shows that female coaches at Bastrop Middle School and Elgin Middle School have a higher regard for the democratic behavior style of leadership compared to the training and instruction style of leadership. Female coaches at Bastrop Middle School ranked the highest in utilizing the democratic behavior style of leadership over training and instruction.

The second statistically significant difference occurred between the dimensions of autocratic behavior and training and instruction. The data in Table 3.13 reveals that female coaches at Bastrop Middle School show a mean score of 2.7 for autocratic behavior and a mean score of 2.1 for training and instruction. Female coaches at Cedar Creek Middle School had a mean score of 2.65 for autocratic behavior and a mean score of 2.3 for training and instruction. Female coaches at Elgin Middle School show a mean score of 3.15 for autocratic behavior and a mean score 2.3 for training and instruction. This data reveals that female coaches at all three middle schools placed a greater emphasis on the autocratic behavior style of leadership compared to training and instruction. Female coaches at Elgin Middle School ranked highest in utilizing the autocratic behavior style of leadership over training and instruction.

The third statistically significant difference occurred between the dimensions of
social support and training and instruction. Table 3.13 reveals that female coaches at Bastrop Middle School had a mean score of 2.88 for social support and a mean score of 2.1 for training and instruction. Female coaches at Cedar Creek Middle School had a mean score of 2.67 for social support and a mean score of 2.3 for training and instruction. Female coaches at Elgin Middle School had a mean score 3.29 for social support and a mean score of 2.3 for training and instruction. This data reveals that female coaches at all three schools have a higher regard for the social support behavior style of leadership compared to training and instruction. Female coaches at Elgin Middle School ranked the highest in utilizing the social support behavior style of leadership compared to training and instruction.

The fourth statistically significant difference occurred between the dimensions of positive feedback and democratic behavior. Table 3.13 reveals that female coaches at Bastrop Middle School have a mean score of 2.06 for positive feedback and a mean score of 3.13 for the democratic behavior style of leadership. Female coaches at Cedar Creek Middle School had a mean score of 2.24 for positive feedback and a mean score of 2.60 for the democratic behavior style of leadership. Female coaches at Elgin Middle School had a mean score of 2.29 for positive feedback and mean score of 3.07 for democratic behavior. The result of this data indicate that female coaches at Bastrop and Elgin middle schools have a higher regard for the democratic behavior style of leadership than positive feedback. Female coaches at Bastrop Middle School showed the highest regard for the democratic behavior style of leadership over positive feedback.

The fifth statistically significant difference occurred between the dimensions of
positive feedback and autocratic behavior. Table 3.13 reveals that female coaches at Bastrop Middle School had a mean score of 2.06 for positive feedback and a mean score of 2.77 for the autocratic behavior style of leadership. Female coaches at Cedar Creek Middle School had a mean score of 2.24 for positive feedback and a mean score of 2.65 for the autocratic behavior style of leadership. Female coaches at Elgin Middle School had a mean score of 2.29 for positive feedback and a mean score of 3.15 for the autocratic behavior style of leadership. This data reveals that female coaches place more emphasis on the autocratic behavior style of leadership compared to positive feedback. Female coaches at Elgin Middle School had the highest regard for using positive feedback over the autocratic behavior style of leadership.

The sixth statistically significant difference occurred between the dimensions of positive feedback and social support. Table 3.13 reveals that female coaches at Bastrop Middle School had a mean score of 2.06 for positive feedback and a mean score of 2.8 for the social support behavior style of leadership. Female coaches at Cedar Creek Middle School had a mean score of 2.24 for positive feedback and a mean score of 2.67 for the social support behavior styles of leadership. Female coaches at Elgin Middle School had a mean score of 2.29 for positive feedback and a mean score of 3.29 for the social support behavior style of leadership. This data reveals that female coaches at the three middle schools have a higher regard for the social support behavior style of leadership compared to positive feedback. Female coaches at Elgin Middle School had the highest score in the social support behavior style of leadership compared to positive feedback.

The second research question of this study asked whether there was a difference in the median scores of the five LSS dimensions among eighth grade males in middle school interscholastic team sports. The results of the Freidman test in Table 5.13 show that among male athletes in the study, there was a statistically significant difference in at least one of the five leadership scale of sports dimensions of leadership behavior. In order to determine the location of the difference, a series of Wilcoxon signed-rank test using the Bonferroni adjustment to the p-value were conducted. Once again, since there were ten comparisons to be measured, 0.05 was divided by 10, rendering a new p-value of 0.005.

The data from the Wilcoxon signed-rank test in Table 8.13 detected a statistically significant difference in leadership styles among male coaches at Bastrop, Cedar Creek, and Elgin middle schools between the following dimensions: (1) between democratic behavior and training and instruction, (2) between the autocratic behavior and training and instruction, (3) between social support and training and instruction, (4) between positive feedback and democratic behavior, (5) between positive feedback and autocratic behavior, and (6) between positive feedback and social support.

The first statistically significant difference between male coaches at the middle schools occurred between the dimensions of democratic behavior and training and instruction. The data in Table 7.13 shows that male coaches at Cedar Creek Middle School had a high mean score of 3.43 for the democratic behavior style of leadership and a mean score of 2.2 for training and instruction. Male coaches at Bastrop Middle School had a mean score of 2.72 for the democratic behavior style of leadership and a mean score of 2.0 for training and instruction. Male coaches at Elgin Middle School had a mean score of 2.95 for democratic behavior and a mean score of 1.6 for training and instruction. The data reveals that the male coaches at three middle schools have a higher regard for the democratic behavior style of leadership than training and instruction. Male coaches at Cedar Creek Middle School showed the highest regard for the democratic behavior style of leadership compared to training and instruction.

The second statistically significant difference occurred between the dimensions of
autocratic behavior and training and instruction. The data in Table 7.13 reveals that male
coaches at Cedar Creek Middle School had a mean score of 3.01 for the dimension of autocratic behavior and a mean score of 2.2 for training and instruction. Male coaches at Elgin Middle School had a mean score of 3.07 for autocratic behavior and a mean score of 1.6 for training and instruction. Male coaches at Bastrop Middle School had a mean score of 2.69 for autocratic behavior and a mean score of 2.0 for training and instruction. The data reveals that male coaches at all three middle schools have a higher regard for the autocratic behavior style of leadership compared to training and instruction. Male coaches at Elgin Middle School ranked highest in utilizing the autocratic behavior style of leadership over training and instruction.

The third statistically significant difference occurred between the dimensions of social support and training and instruction. The data in Table 7.13 reveals that male coaches at Cedar Creek Middle School had the highest regard for the social support leadership style, with a mean score of 3.2, whereas they had a mean score of 2.2 for training and instruction. Male coaches at both Bastrop and Elgin middle schools scored high in the dimension of social support, with means scores of 2.66 and 2.65, respectively. Male coaches at Bastrop Middle School had a mean score of 2.2 for training and instruction and male coaches at Elgin Middle School had a mean score of 1.6. The data reveals that male coaches at the middle schools have a higher regard for the social support behavior style of leadership compared to training and instruction. The data also shows that male coaches at Cedar Creek Middle School have a high regard for the use of the social support behavior style of leadership compared to training and instruction.

The fourth statistically significant difference occurred between the dimensions of positive feedback and democratic behavior. The data in Table 7.13 shows that male coaches at Cedar Creek Middle School had a mean score of 2.26 for positive feedback and a mean score of 3.43 for the democratic behavior style of leadership. Male coaches at Bastrop Middle School had a mean score of 2.0 for positive feedback and a mean score of 2.72 for the democratic behavior style of leadership. Male coaches at Elgin Middle School had a mean score of 1.70 for positive feedback and a mean score of 2.95 for the democratic behavior style of leadership. Male coaches at all three middle schools showed a higher regard for the democratic behavior style of leadership compared to positive feedback.

The fifth statistically significant difference occurred between the dimensions of positive feedback and autocratic behavior. Table 7.13 shows that male coaches at Cedar Creek Middle School had a mean score of 2.26 for positive feedback and a mean score of 3.01 for autocratic behavior style of leadership. Male coaches at Bastrop Middle School had a mean score of 2.01 for positive feedback and a mean score of 2.69 for the autocratic behavior style of leadership. Male coaches at Elgin Middle School had a mean score of 1.70 for positive feedback and a mean score of 3.15 for the autocratic behavior style of leadership. The data reveals that male coaches at the three middle schools have a higher regard for the autocratic behavior style of leadership compared to positive feedback. Male coaches at Elgin Middle School ranked the highest in utilizing the autocratic behavior style of leadership over the positive feedback behavior style of leadership.

The sixth statistically significant difference occurred between the dimensions of positive feedback and social support. The data in Table 7.13 reveals that male coaches at Cedar Creek Middle School had a mean score of 2.26 for positive feedback and a mean score of 3.21 for the social support behavior style of leadership. Male coaches at Bastrop Middle School had a mean score of 2.01 for positive feedback and mean score of 2.66 for social support. Male coaches at Elgin Middle School had a mean score of 1.7 for positive feedback and a mean score of 2.65 for the social support behavior style of leadership. The data indicates that male coaches at the three middle schools place a higher regard on using the social support behavior style of leadership over positive feedback.

The third research question in this study asked whether there was a statistically significant difference between eighth grade males and females in middle school interscholastic sports in the median score of the five leadership scale of sports dimensions. This question was answered using the Mann-Whitney U test to compare the median scores between male and female student athletes and the unpaired t-test. The data in Table 9.13 reveals the only statistically significant difference in means between male and female students was for the training and instruction behavior style of leadership. The difference was not statistically significant for any of the other four dimensions of leadership behavior styles preferred by males and females at any of the three middle schools. The data in Table 10.13 shows a mean score of 1.99 for males, and a mean score of 2.22 for females at Bastrop, Cedar Creek, and Elgin middle schools for the dimension of training and instruction. The data also shows female coaches have a higher regard for the training and instruction behavior style of leadership than male coaches.

The fourth research question asked whether there was a difference among the three
middle schools in the median scores of the five leadership scale of sports dimensions. The data in Table 11.13 reveals the first statistically significant difference occurred within the dimension of autocratic behavior between Bastrop Middle School and Elgin Middle School. The data in Table 12.13 displays the second statistically significant difference within the dimension of training and instruction between Cedar Creek Middle School and Elgin Middle School. The data in table 13.13 detects the third statistically significant difference within the dimension of positive feedback between Cedar Creek Middle School and Elgin Middle School. This difference was determined by the Bonferroni adjustment, which gave a new p-value of 0.017. The data did not reveal a statistical difference for the dimensions of social support and the democratic behavior styles of leadership among the three middle schools.

Discussion and Implications

In answering the first research question, the researcher will discuss the statistically significant differences among female coaches between the following dimensions: (1) democratic behavior and training and instruction, (2) autocratic behavior and training and instruction, (3) social support and training and instruction. Female coaches at all three middle schools did not place much emphasis on the training and instruction behavior style of leadership. Instead more emphasis was placed on the democratic and autocratic behavior styles of leadership. These behavior styles of leadership do not enhance athletic performance or improve athletic ability. The data in Table 2.13 reveals a high mean score of 2.88 for the dimension of democratic behavior among female coaches at the middle schools in this study. The data also shows a high mean score of 2.79 for the dimension of the autocratic behavior style of leadership among the female coaches at the three middle schools in this study. The social support behavior style of leadership had a mean score of 2.87. The data indicates female coaches at the three middle schools use the social support behavior style of leadership in their daily interaction with athletes. The data reveals the training and instruction behavior style of leadership has the lowest mean scores among the female coaches at the three middle schools with a mean of 2.23.

In the dimensions of (4) positive feedback and democratic behavior, (5) positive feedback and autocratic behavior, and (6) positive behavior and social support, female coaches at the three middle schools did not place much emphasis on the positive feedback behavior style of leadership. Instead, they placed more emphasis on the democratic and autocratic behavior styles of leadership. This means the coaches place more emphasis on controlling an athlete, giving them the opportunity to express their opinions, and helping an athlete through problems, than encouraging and reinforcing good behavior in athletes.

In order to discuss the second research question, the researcher will discuss the statistically significant differences among male coaches: (1) democratic behavior and training and instruction, (2) autocratic behavior and training and instruction, (3) social support and training and instruction. According to the data in Table 6.13 male coaches at the three middle schools did not place much emphasis in the training and instruction behavior style of leadership compared to the democratic, autocratic and social support behavior styles of leadership. Male coaches had a mean score of 2.98 for democratic; 2.87 for autocratic and a 1.98 for training and instruction. In the dimensions of (4) positive feedback and democratic behavior, (5) positive feedback and autocratic behavior, (6) positive feedback and social support, male coaches did not place much emphasis in the positive feedback behavior style of leadership compared to democratic behavior, autocratic behavior and social support. As with female coaches, male coaches placed more emphasis on the democratic and autocratic behavior styles of leadership. According to the date more emphasis was placed on controlling an athlete, giving them the opportunity to express their opinions, and helping an athlete through problems, than encouraging and reinforcing good behavior in athletes.

In looking at the third research question, the data in Table 10.13 reveals a statistically significant difference for the dimension of training and instruction between male and female coaches at the three middle schools for this study. Male coaches had a mean score of 1.99, and female coaches had a mean score of 2.22. According to the data, female coaches scored higher than male coaches in utilizing the training and instruction behavior style of leadership in their daily interaction with athletes. Furthermore, female coaches at Cedar Creek and Elgin Middle Schools had a mean score of 2.3. The data shows for training and instruction, male coaches at Cedar Creek Middle School had a mean score of 2.2. This data also reveals that between male and female coaches at Bastrop Middle School, Cedar Creek Middle School, and Elgin Middle School, female and male coaches at Cedar Creek Middle School and female coaches at Elgin Middle School have a high regard for the dimensions of training and instruction behavior style of leadership.

In discussing the fourth research question, the data reveals a statistically significant difference among male and female coaches at the three respective middle schools for this study. The results of the Kruskal-Wallis test show that for autocratic behavior, there was a statistically significant difference between Bastrop and Elgin middle schools. The data reveals that both male and female coaches at Elgin Middle School have a higher regard for the autocratic behavior style of leadership in their daily interaction with their athletes.

The second statistically significant difference among male and female coaches at the middle schools was for the dimension of training and instruction between Cedar Creek and Elgin middle schools. This data reveals the training and instruction behavior style of leadership is the style preferred by male and female coaches at Cedar Creek Middle School. The third statistically significant difference was for the dimension of positive feedback among male and female coaches at Cedar Creek, and Elgin Middle Schools. The data indicates that male and female coaches at Cedar Creek Middle School have a high regard for the positive feedback behavior style of leadership when interacting with their athletes.

Recommendations

The author of this study makes the following recommendations for further research. First, further research is needed on the leadership behavior styles used by coaches in athletics today and the effect these behavior styles have on athletes. Future research should focus on how the various leadership styles contribute to a successful and winning athletic team. The second recommendation is for future researchers to focus the study on male and female athletes who participate in middle school interscholastic athletics and then conduct another study high school interscholastic athletics in the same school district during their senior year to determine if there was a change in their preferred behavior style of leadership. In addition, if there is a change, research should examine the factors behind the change from middle school to high school intercollegiate athletic programs. The third recommendation is to have other researchers conduct the same study at middle school intercollegiate athletic programs in other school districts, and then compare the school districts results to determine if there is difference between school districts. The last recommendation concerns the methodology used in this study. Future studies should allow for participation from all subjects, regardless of whether or not they participated in athletics during their seventh grade year or more then one sport during their eight grade year.

Finally, it is important to note that a factor that contributed to the researcher’s success in this study was having a strong relationship with the head coaches at the middle schools used in the study. This made it very easy to collect the data. The coaches had an interest in this study and were eager to find out the results.

It is the goal of this study that coaches consider the data in this study and use it to improve on the leadership behavior styles they use in their daily interaction with athletes. Researchers should pursue additional studies on this topic and coaches should look into this and similar studies to improve their interaction with athletes in interscholastic middle school athletic programs.

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2013-11-25T19:24:46-06:00April 8th, 2010|Contemporary Sports Issues, Sports Coaching, Sports Management, Sports Studies and Sports Psychology|Comments Off on An Analysis of Leadership Qualities That Influence Male and Female Athletes in Middle School Interscholastic Team Sports

Making the Grade: Academic Success in Today’s Athlete

Abstract

The overall importance placed on an athlete’s academic eligibility can be extremely stressful for both the coach and the student-athlete. In order to compete the athlete must remain academically eligible; thus, various academic support programs have been implemented by athletic departments as a means of maintaining eligibility and ensuring academic progress. Although these programs are vital to assisting student-athletes in accomplishing the goal of academic success, the question remains ‘Are they successful?’ This study found that academic support programs were successful as they related to female student-athlete’s overall GPA. Yet, male student-athletes were not as successful. In fact, a significant difference was found between intercollegiate sports teams and overall GPA; interestingly, all of the female sports teams had significantly higher GPAs than did their male counterparts. It appears that academic support programs are not a ‘one size fits all;’ male student-athletes may need a different type of program in order to achieve academic success. A standard format for study hall may not be an appropriate method for helping today’s athlete to ‘make the grade’.

Keywords

Academic success, academic support programs, athletics, student-athletes

Introduction

Athletics has a history of importance in American society. Across the country, newspapers have devoted entire sections and televisions have created entire channels dedicated to covering the latest updates on sports. Attention has not always been solely about games and competitions; the spotlight has recently been redirected to academics. This is quite a change since 1983, when only 25 (out of more than 16,000) high school districts had even minimal academic standards as a condition of high school sports (Edwards, 1984). Today, athletes wanting to participate in intercollegiate athletics must meet specific academic criteria before being added to a sport’s roster.

Over the last few years, the National Collegiate Athletic Association (NCAA) has intervened and created firm standards for academic performance among member institutions. Programs with incentive and disincentives have been created to reward sport teams that do well academically, while penalizing those that do not. Their goal is to encourage improvement of academic performance of all student-athletes on all sports teams (Meyer, 2005).

The NCAA requires member institutions to distribute graduation rates to prospective student-athletes and/or their parent(s) or guardian(s) to ensure athletes and their families are made aware of the academic reputation of the institutions they are considering. Recruits considering various universities should answer two important questions: which institution will provide the best athletic experience, and second, which will provide the best academic experience (Lucas & Lovaglia, 2005). In a 2006 report aimed to assist high school students in choosing a college, reporter Carolyn Thornton interviewed David DeBloise of the College Planning Center in Rhode Island. In Thornton’s interview, DeBloise stated that the key to choosing the right college is to find one that offers a balance of both academics and athletics. DeBloise offered a long list of questions for students preparing themselves for college. Among them: What is the school’s academic reputation, and does the school offer support services, such as a writing center, academic advising center, and computer facilities? In the conclusion of the interview, “DeBlois’ parting advice to anyone working through this process: maintain the perspective that you are a ‘student-athlete,’ not an ‘athlete-student’” (Thornton, 2006, p.13).

With academic importance and expectations increasing, universities across the country have launched a variety of academic services for their athletes. According to Foltz (1992):

Data have shown the individual student-athlete has suffered from an educational system that has not prepared him or her well for institutions of higher learning. Their training through the educational system has left a number of student-athletes with inadequate skills necessary for academic success in college. (p. 4)

In an attempt to remedy problems associated with participating in intercollegiate athletics, many institutions offer services to assist and monitor their student-athlete’s academic progress. Shining light on the area of academics may not only increase the number of athletic departments offering specialized academic support services and monitoring strategies, but may also increase the academic success of student-athletes.

Pressure placed on athletes to win may have a detrimental effect on the student’s commitment to be successful in the classroom (Lance, 2004). Although it does not justify poor or absent course work, it does illustrate the importance behind increased monitoring strategies. Role conflict may hinder a student-athlete’s ability to reconcile this dual status as both student and athlete (Sack & Thiel, 1985). While academic support services may help member institutions solve the academic problems many colleges and universities face (Hobneck, Mudge, & Turchi, 2003), the intent is to exchange the athletic performance for a quality education (Edwards, 1984).

There is a need for interference of athletic participation and academic performance (Akker, 1995). Faculty, coaches, and athletic administrators must be knowledgeable and responsive regarding the student-athlete’s academic performance. According to Peak (1995), “the student-athlete must remain academically eligible in order to participate in intercollegiate athletics” (p. 2); thus, study halls are often developed to assist struggling student-athletes.

The ability to identify possible contributing factors of academic success might be valuable in providing a basis for academic support or required study halls. Knowing a generalized history of the most rigorous academic year for students may be useful in deciding a target population to assist. In addition, athletes in some sports may rarely struggle, while some may be notorious for their academic shortcomings. Identifying whether or not there is a difference in the academic performance of female athletes and male athletes, or between freshmen/sophomores and juniors/seniors could be beneficial in creating the most advantageous academic services. Recognizing areas of potential struggle might be valuable in helping facilitate academic services for student-athletes.

During February 2005, the NCAA released its first Academic Progress Rate (APR) for Division I football and basketball programs (NCAA, 2005). The desired outcome behind the APR was to motivate athletic programs to become more involved with the academic success of their athletes, thus peaking the student’s interest in attending institutions with a higher APR. APRs are based on the eligibility and retention of student-athletes. Recruits and their parent(s) or guardian(s) find it important to know which institutions are likely to not only keep students academically eligible, but also retain the student-athletes through graduation (Lucas & Lovaglia, 2005). Distributing APRs may help prospective student-athletes become more interested in pursuing not only a successful athletic career, but also a successful academic career. The NCAA (2005) believed that, over time, the best athletes would then begin attending the successful academic schools, ultimately increasing athletic and academic success. Once the desired transition takes place, it is assumed the negative perceived relationships between athletics and academics will become positive.

Using cumulative college grade point averages (GPA) as a measure of academic performance (Foltz, 1992), studies have indicated that athletic participation has had a positive impact on academic achievement, despite the additional responsibility athletic participation requires (Sack & Thiel, 1985; Lance, 2004; Hobneck, Mudge, & Turchi, 2003). Research by Foltz (1992) found that athletes performed at a higher academic level in-season than out-of-season. Gender has become a major influence on the predictor of academic performance possibly due to the reported role conflict being greater among males versus female (Sack & Thiel, 1985). Foltz (1992) reported female athletes’ college GPAs were found to be higher than their male student-athlete counterparts. Although gender may be a predictor of possible academic stress, student-athlete classification was not. Average GPAs of freshmen were identical to the GPAs of seniors-while sophomore and junior GPAs were identical. However, Foltz (1992) found no link between type of sport participation and GPA.

A great deal of importance has been placed on academic services and there has been a strong demand for quality student-athlete support services in terms of tutorial services, academic advising, and teaching study skills (Pope & Miller, 1999). Over the last several years, the NCAA has taken many actions to strengthen its academic requirements and to provide better outcome measures. Nationwide, universities are grasping the idea behind this action and more support services and more ways to monitor academic progress are being provided to help athletes succeed. In order to assist student-athletes in accomplishing the goals of academic success and graduation, it is essential to identify areas for improvement.

Statement of the Problem

The purpose of the study was to investigate academic success, via grade point average among baseball, men/women basketball, men/women cross-country, football, men/women golf, softball, women’s tennis, men/women track and field, volleyball, and wrestling at a small NCAA Division II institution. Academic success was defined as earning a GPA of 3.0 or above. The following research questions were posed:

  1. Would there be a significant difference in grade point averages among the intercollegiate sports teams?
  2. Would there be a significant difference in grade point averages between the male and female student-athletes?

Methodology

The participants for this study consisted of 379 male and female collegiate student-athletes who participated in any of the following sports during the 2006-2007 academic year at the institution being researched. Of the 379 participants, there were 266 males and 113 females who comprised the 14 sports teams (see Table 1).

Table 1
Subjects – By Gender and By Sport

Sport Male Female
Baseball 40 n/a
Basketball 16 16
Cross-Country 12 06
Football 90 n/a
Golf 06 06
Softball n/a 17
Tennis n/a 12
Track ∓ Field 60 40
Volleyball n/a 16
Wrestling 42 n/a
Total 266 113

The eligibility rosters were obtained through the University’s compliance coordinator and contained all student-athletes eligible or ineligible to compete during the 2006-2007 season. Only student-athletes who were on a team for the consecutive fall 2006 and spring 2007 semester were used for the study; all other participants were excluded. The participation statistics for each sport were obtained through the head coach and the compliance coordinator at the institution. As an additional criterion, only student-athletes who participated in a contest or match were used for the study; all other participants were excluded. Thus, reducing the total population for the study to 251 student-athletes (N=251).

A 4.0 scale was used as the measurement value of grade point average. The points per credit hour earned were assigned as follows: each credit of A = 4 points; each credit of B = 3 points; each credit of C = 2 points; each credit of D = 1 point; each credit of F = 0 points. Cumulative GPA was calculated by dividing the total points earned by the number of credit hours attempted.

The registrar’s office provided information related to each student-athletes’ academic status and GPA. The data was then analyzed to determine if there was a difference in academic success among intercollegiate sports teams and gender using GPA. Statistical Package for the Social Sciences 16.0 was used to calculate the statistics. For the purpose of this study, the alpha level was set at .05.

Results

Utilizing an ANOVA to analyze the data, the results of this study yielded that there was a significant difference in grade point averages between intercollegiate sports teams. Since the significance of the 2-tailed test was less than the alpha level at .05, there was a significant difference between grade point averages and sports (see Table 2).

Table 2
Grade Point Averages between Intercollegiate Sports Teams

Grade Point Averages Intercollegiate Sports Teams
Mean 2.9650 8.48
N 251 251
Standard Deviation .56963 4.179
Significance .000

In order to determine which sports teams had significantly different grade point averages, the researcher conducted a Between-Subjects Effects test (see Table 3). The results showed that there was a significant difference in grade point average among all of the female sports (basketball, cross-country, golf, tennis, track, softball, and volleyball) as compared to the other intercollegiate sports teams (see Table 4).

Table 3
Tests of Between-Subjects Effects

Source Type III
Sum of Squares
df Mean Square F Sig.
Corrected Model 14.536 1 14.536 54.358 .000
Intercept 2069.314 1 2069.314 7738.47 .000
Gender 14.536 1 14.536 54.358 .000
Error 66.584 249 0.267
Total 2287.688 251
Corrected Total 81.120 250

Table 4
Means per Intercollegiate Sports Teams

Sport Mean Standard Deviation N
Baseball (M) 2.9276 0.43374 33
Basketball (F) 3.2773 0.47559 11
Basketball (M) 2.555 0.6663 12
Cross-Country (F) 3.4362 0.52196 13
Cross-Country (M) 2.7436 0.65531 11
Football(M) 2.7454 0.5336 50
Golf (F) 3.246 0.46231 5
Golf (M) 2.8986 0.4482 7
Softball (F) 3.1831 0.49035 13
Tennis (F) 3.33 0.56353 7
Track (F) 3.2465 0.45389 26
Track (M) 2.8295 0.63888 38
Volleyball (F) 3.5575 0.2307 8
Wrestling (M) 2.7747 0.33834 17
Total 2.965 0.56963 251

Lastly, the researcher concluded that the female student-athletes had a significantly higher grade point average than the male student-athletes (see Table 5).

Table 5
Gender (Dependent Variable: GPA)

95% Confidence Interval
Gender Mean Standard Error Lower Bound Upper Bound
Male 2.796 0.04 2.717 2.874
Female 3.307 0.057 3.196 3.419

Conclusion

Based upon the results of this study, the following conclusions were drawn:

  1. A significant difference was found between grade point averages and the various intercollegiate sports teams.
  2. A significant difference was found between male and female student-athletes as it related to their grade point averages.

Discussion

It is apparent that this research study affirms the trend of female student-athletes performing at significantly higher academic levels than their male counterparts. Yet, academic support programs, for both male and female student-athletes, have been a mainstay within most athletic departments since the mid-1980s. As professionals, we must ask ourselves why many male student-athletes continue to earn lower GPAs than their female peers. We must also ask ourselves how we may be able to close this academic gap. What programs can be implemented to ensure the overall success of both genders, yet concentrate on those athletes, mostly males, who may struggle academically? Perhaps it is not just a matter of academic support services and study halls; rather the trend is directly related to role conflicts and adjustments to collegiate life. Serious thought should be given to the long-term academic success of the student-athlete. The NCAA has been proactive in establishing programs to try to help ensure student-athlete success. These programs are vital in assisting student-athletes accomplish their goals of academic and athletic success. However, the formula for success is a dynamic and holistic concept and may require uniquely different approaches as it relates to each intercollegiate sports team as well as gender. The old adage “one size fits all” may not be an appropriate method for helping today’s athlete to make the grade.

Discussion

Akker, K.V. (1995). Athletic participation and the academic achievement of athletes. Unpublished master’s thesis, Ball State University, IN.

Edwards, H. (1984). The collegiate athletic arms race: Origins and implications of the ‘Rule 48’ controversy. Journal of Sport and Social Issues, 8, 4-22.

Foltz, R.A. (1992). Academic achievement of student-athletes. Unpublished master’s thesis, Fort Hays State University, KS.

Hobneck, C., Mudge, L., & Turchi, M. (2003). Improving student athlete academic success and retention. Saint Xavier University, Chicago, IL.

Lance, L.M. (2004). Gender differences in perceived role conflict among university student-athletes. College Student Journal, 38(2), 179-190.

Lucas, J.W., & Lovaglia, M.J. (2005). Can academic progress help collegiate football teams win? The Sport Journal, 8(3). Retrieved from http://www.thesportjournal.org/

Meyer, S.K. (2005). NCAA academic reforms: Maintaining the balance between academics and athletics. Phi Kappa Phi Forum, 85(3), 15-18.

National Collegiate Athletic Association. (2005, February). Academic progress rate data report information. Retrieved from http://web1.ncaa.org/web_files/Misc_Committees_DB/CAP/Membership%20Teleconference%20Materials/February%202005/APR_Data_Report_Information.pdf

Peak, K.W. (1995). An investigation of the academic progress of selected intercollegiate athletes involved in two types of academic support programs. Unpublished master’s thesis, East Texas State University, TX.

Pope, M.L., & Miller, M.T. (1999). Support services for student-athletes: Athletic department and student affairs officers perceptions. (ERIC Document, Reproductions Service No. ED437886).

Sack, A.L., & Thiel, R. (1985). College basketball and role conflict: A national survey. Sociology of Sport Journal, 2, 195-209.

Thornton, C. (2006, July 17). College-bound athletes need to assess ability. The Providence Journal. Retrieved May 4, 2009, from http://www.projo.com/sports/content/projo_200060618_spparent3.1f1d7724.html

2017-08-03T10:33:56-05:00January 8th, 2010|Contemporary Sports Issues, Sports Management, Sports Studies and Sports Psychology|Comments Off on Making the Grade: Academic Success in Today’s Athlete
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