A State Analysis of High School Coaching Certification Requirements for Head Baseball Coaches

Abstract:

The purpose of this study was two-fold: 1) to investigate the coaching certification status for high school athletic leagues’ head baseball coaches and 2) to recommend a model high school certification program for head baseball coaches in the State of Hawaii. To meet selection criteria, the participating high schools must compete in both varsity and junior varsity baseball. The population surveyed for this study included all 59 athletic directors from the five athletic leagues within the Hawaii High School Athletic Association (HHSAA). The 14-item survey instrument contained four sections: (1) certifications, (2) experience, (3) professional growth, and (4) education. The results indicated that a small percentage of HHSAA athletic directors required a national coaching certification. Secondary findings indicated that a small percentage of HHSAA athletic directors required previous playing and coaching experiences, attendance at coaching-training seminars, and a high school diploma. Importantly, 95% of HHSAA members required background checks from their head baseball coaches.

Introduction:

There are about 6.5 million U.S. athletes that participate in interscholastic sports each year (National Federation of High School Association {NFHSA, n.d.}, 2004). Approximately 800,000 men and women coached these athletes in the school system (NFHSA, 2004). Thirty years ago, the majority of coaches were certified teachers. Today, most high school coaches are not certified (National Association of State Boards of Education {NASBE}, 2003). Currently, less than 8% of school coaches receive a specific education to coach (Martens, Flannery, and Roetert, 2003). Only 13 states specify that coaches must have a teaching certificate, and all of these states allow exceptions to this rule (NASBE, 2003).

Advocating for U.S. quality coaching and coaching education began in the 1960’s from the National Association for Sport and Physical Education (National Association for Sport and Physical Education {NASPE}, 2006). Over the next 40 years, NASPE would partner with various national organizations in spearheading the national movement for high school coaching certification. By the mid-1980’s, this national coaching movement was advanced by the American Sport Education Program (American Sport Education Program {ASEP}, 2007). ASEP, founded by Rainer Martens in the early 1970’s, had by 1986, 1,400 certified instructors who trained more than 50,000 coaches across America (ASEP, 2006). In 1991, this coaching educational movement was expanded when AESP joined forces with the National Federation of State High School Association (NFHS) (ASEP, 2006).

In addition to ASEP advancing the coaching educational movement in the 1990’s, in 1991, another U.S. national coaching certification program, called the Program for Athletic Coaches Education (PACE), was adopted (Seefeldt and Brown, 1991). Currently, PACE consists of six coaching areas: (1) Philosophy, (2) Growth and Development, (3) Sports Medicine, (4) Psychology, (5) Litigation/Liability, and (6) Sports Management (Seefeldt and Brown, 1991).

As a result of the 1990’s coaching education movement, by 1998, 66% of state agencies provided funding for or offered staff educational development to high school coaches (Burgeson, Wechsler, Brener, Young, & Spain, 2001). By 2000, 40% of the states required coaches to be certified in first aid and CPR, and 34% required coaches to complete a coaches’ training course (Burgeson et al., 2001).

As a result of the lack of the states’ initiative of requiring or recommending CPR and first-aid certification for all coaches, in 2003, the NFHS recommended that all coaches (experienced and non-experienced): (1) possess a current and valid CPR and first aid certification and (2) complete a planned systematic coaching education curriculum by 2006 (NASBE, 2003). In addition, the NFHS recommended that even certified teachers serving as head coaches maintain their professional development by completing a minimum of one coaching education course per year during their coaching tenure (NASBE, 2003).

In 2005 the NFHS, in partnership with ASEP, adopted NASPE’s National Standards for Sport Coaches (NASPE, 2006). The purpose of the guide was to “provide direction for coaching educators, sport administrators, coaches, athletes and their families, and the public regarding the skills and knowledge that coaches should possess” (NASPE, 2006). In addition, NASPE oversees the National Council for Accreditation of Coaching Education (NCACE) (NASPE, 2006). NCACE reviews coaching education and certification programs that seek accreditation based on compliance with the National Standards for Athletic Coaches (NASPE, 2006).

Due to the relentless national efforts of NASPE, NCACE, NFHS, ASEP, and PACE, in 2001, high schools began emphasizing coaching education primarily for their respective head coaches. Among the co-ed middle/junior and senior high schools that offered co-ed interscholastic sports (99.2%), 51.7% required their head coaches to complete a coaches’ training course (Burgeson et al., 2001). In addition, 51.3% and 45.6% of these secondary schools required head coaches to be certified in first aid and CPR, respectively (Burgeson et al., 2001).

Currently, there are 40 states that have adopted, recommended, or required one of two national certification programs (ASEP or PACE) for their respective head coaches (Jackowiak, 2003). Currently, ASEP continues to work with 40 state high school associations to provide coaching educational information for more than 25,000 coaches per year (ASEP, 2006).

If Hawaii’s secondary high school coaching environments are similar to the U.S. coaching scene, Hawaii’s high school athletes may be exposed to unqualified coaches. Since baseball is played in all Hawaii’s high schools that compete in interscholastic sports, the investigators examined Hawaii’s head baseball coaches’ educational status to determine Hawaii’s high schools’ coaching certification status.

Purpose:

The purpose of this study was two-fold: 1) to investigate the coaching certification status for high school athletic leagues and 2) to recommend a model high school certification program for head baseball coaches in the State of Hawaii. To meet selection criteria, the participating high schools must compete in varsity and junior varsity baseball. The study specifically addressed the following research questions:

(1) What types of coaching qualifications or certifications exist within the 50 states’ high school athletic associations?

(2) What types of coaching qualifications or certifications exist in Hawaii’s public and private highs schools?

Method:

Every athletic director in all 59 public and private high schools in the state of Hawaii completed the survey. The 14-item survey contained four sections: (1) certifications, (2) experience, (3) professional growth, and (4) education. Each question had a yes or no response. Frequency distributions and percentages of the athletic directors’ responses were determined in order to compare the similarities and differences among the five high school leagues, and between public and private high school leagues. Data were analyzed using descriptive statistics.

Results:

A total of 59 athletic directors completed usable questionnaires, which represented a 100% return rate. Table 1 highlights the responses among HHSAA’s five high school leagues. Table 2 compares collectively the similarities and differences between public and private school leagues. In addition, Table 3 indicates the certification status among the 50 states.

Table 1: HHSAA League Comparisons

Requirement BIIF (n=14) MIL (n=9) KIF (n=4) OIA (n=23) ILH (n=9)
Yes No Yes No Yes No Yes No Yes No
#1 National Cert. Policy 0
(0%)
14
(100%)
2
(22.2%)
7
(77.8%)
1
(25%)
3
(75%)
3
(13%)
20
(87%)
1
(11%)
8
(89%)
#2 CPR/First Aid 2
(14%)
12
(85.7%)
2
(22.2%)
7
(77.8%)
2
(50%)
2
(50%)
12
(52%)
11
(47%)
1
(11%)
8
(89%)
#3 Strength/Cond. Coach 0
(0%)
14
(100%)
0
(0%)
9
(100%)
0
(0%)
4
(100%)
0
(0%)
23
(100%)
1
(11%)
8
(89%)
#4 H.S. Playing Experience 5
(35.7%)
9
(64.3%)
2
(22.2%)
7
(77.8%)
0
(0%)
4
(100%)
2
(9%)
21
(91%)
0
(0%)
9
(100%)
#5 College Playing Experience 0
(0%)
14
(100%)
0
(0%)
9
(100%)
0
(0%)
4
(100%)
0
(0%)
23
(100%)
0
(0%)
9
(100%)
#6 H.S. Coaching Experience 3
(21.4%)
11
(78.6%)
1
(11.11%)
8
(88.9%)
0
(0%)
4
(100%)
3
(13%)
20
(87%)
2
(22%)
7
(78%)
#7 Background Checks 14
(100%)
0
(0%)
8
(88.89%)
1
(11.1%)
4
(100%)
0
(0%)
22
(95%)
1
(4%)
8
(89%)
1
(11%)
#8 Annual Rules/Regulations Exam 1
(7.1%)
13
(92.9%)
0
(0%)
9
(100%)
0
(0%)
4
(100%)
20
(87%)
3
(13%)
0
(0%)
9
(100%)
#9 Coaching Ed. Prior to Employment 2
(14.3%)
12
(85.7%)
1
(11.11%)
8
(88.9%)
1
(25%)
3
(75%)
3
(13%)
20
(87%)
1
(11%)
8
(89%)
#10 Annual Coaching Education Seminars 4
(28.6%)
10
(71.4%)
3
(33.33%)
6
(66.7%)
2
(50%)
2
(50%)
8
(34%)
15
(65%)
3
(33%)
6
(67%)
#11 Offer Coaching Ed Seminars 9
(64.3%)
5
(35.7%)
8
(88.89%)
1
(11.11%)
3
(75%)
1
(25%)
22
(95%)
1
(4%)
8
(89%)
1
(11%)
#12 Parental Meetings 13
(92.9%)
1
(7.1%)
9
(100%)
0
(0%)
4
(100%)
0
(0%)
22
(95%)
1
(4%)
8
(89%)
1
(11%)
#13 High School Diploma 8
(57.1%)
6
(42.9%)
5
(55.56%)
4
(44.4%)
0
(0%)
4
(100%)
17
(73%)
6
(26%)
4
(44%)
5
(56%)
#14 College Degree 1
(7.1%)
13
(92.9%)
0
(0%)
9
(100%)
0
(0%)
4
(100%)
2
(8%)
21
(91%)
0
(0%)
9
(100%)

As indicated in Tables 1 and 2, comparison of HHSAA’s leagues’ athletic directors’ (n=59) responses with regards to their respective head baseball coaches’ four-area certification status is as follows: (1) In Certifications, HHSAA high school leagues’ athletic directors (88.14%) did not require any formal coaching certification for their respective head baseball coaches, and interestingly, 67.8% didn’t require CPR and First Aid certification; (2) In Experience, HHSAA (84.75% and 84.5%, respectively) did not require their respective head coaches to have any past high school playing experience nor previous coaching experience, but HHSAA (94.92%) did require their league officials to conduct substance abuse and criminal background checks on their respective head baseball coaches prior to their coaching; (3) In Professional Growth, only 13.56% of HHSAA required their respective coaches to participate in any coaching education-training program prior to becoming a head baseball coach. Only 33.9% and 35.59% respectively of HHSAA required annual coaching education-training seminars and passing a rules/regulations examination; in contrast, HHSAA (94.92%) required parental-coaching meetings where head coaches addressed team goals, parent-coaching behavior, team rules, player responsibilities, and player discipline issues; and (4) In Experience, HHSAA (57.63 %) required at least a high school diploma from their respective head baseball coaches.

Table 2: Private vs. Public

Private (n=15) Public (n=44) HHSAA (n=59)
Requirement Yes No Yes No Yes No
#1 National Cert. Policy 1
(6.67%)
14
(93.33%)
6
(13.64%)
38
(86.36%)
7
(11.86%)
52
(88.14%)
#2 CPR/First Aid 2
(13.33%)
13
(86.67%)
17
(38.64%)
27
(61.36%)
19
(32.20%)
40
(67.80%)
#3 Strength/Cond. Coach 1
(6.67%)
13
(93.33%)
0
(0%)
44
(100%)
1
(1.69%)
58
(98.31%)
#4 H.S. Playing Experience 1
(6.67%)
14
(93.33%)
8
(18.18%)
36
(81.82%)
9
(15.25%)
50
(84.75%)
#5 College Playing Experience 0
(0%)
15
(100%)
0
(0%)
44
(100%)
0
(0%)
59
(100%)
#6 H.S. Coaching Experience 4
(26.67%)
11
(73.33%)
5
(11.36%)
39
(88.64%)
9
(15.25%)
50
(84.75%)
#7 Background Checks 14
(93.33%)
1
(6.67%)
42
(95.45%)
2
(4.55%)
56
(94.92%)
3
(5.08%)
#8 Annual Rules/Regulations Exam 0
(0%)
15
(100%)
21
(47.73%)
23
(52.27%)
21
(35.59%)
38
(64.41%)
#9 Coaching Ed. Prior to Employment 1
(6.67%)
14
(93.33%)
7
(15.91%)
37
(84.09%)
8
(13.56%)
51
(86.44%)
#10 Annual Coaching Education Seminars 5
(33.33%)
10
(66.67%)
15
(34.09%)
29
(65.91%)
20
(33.90%)
39
(66.10%)
#11 Offer Coaching Ed Seminars 13
(86.67%)
2
(13.33%)
37
(84.09%)
7
(15.91%)
50
(84.75%)
9
(15.25%)
#12 Parental Meetings 13
(86.67%)
2
(13.33%)
43
(97.73%)
1
(2.27%)
56
(94.92%)
3
(5.08%)
#13 High School Diploma 7
(46.67%)
8
(53.33%)
27
(61.36%)
17
(38.64%)
34
(57.63)
25
(42.37%)
#14 College Degree 1
(6.67%)
14
(93.33%)
2
(4.55%)
42
(95.45%)
3
(5.08%)
56
(94.92%)

Data in Table 2 revealed the following findings comparing the HHSAA pubic high schools’ and private high schools’ athletic directors’ collective responses in the four-area coaching standards: (1) Certification– Only public (13.64%) and private (6.67%) high schools’ athletic directors required their respective head baseball coaches to have national coaching certification and CPR/First Aid (38.64%, 13.33% respectively); (2) Experience– Interestingly, only a small remnant public or private high schools’ athletic directors’ required their respective head baseball coaches to have any previous high school playing experience (18.18% and 6.67% respectively) and previous coaching experience (11.36% and 26.67%, respectively); in contrast, HHSAA required substance abuse and criminal background checks (95.45% and 93.33%, respectively); (3) Professional Growth– Only public (15.91%) and private (6.67%) athletic directors required their respective head baseball coaches to attend coaching education-training seminars prior to employment and to attend annual coaching education-training seminars (34.09% and 33.33%, respectively); and (4) Education– The majority of public (61.36%) athletic directors required their respective high school head baseball coaches to have at least a high school diploma, in contrast to private athletic directors (46.67%).

Table 3: Head Coaching Requirements by StateX = Required, R=Recommended

State Teaching Cert. NFHS/ASEP CPR First Aid
Alabama X X
Alaska X
Arizona X R
Arkansas X X
California R X X
Colorado X X R R
Connecticut R X X
Delaware X X
D.C. X X
Florida X
Georgia X
Hawaii
Idaho X X
Illinois X X
Indiana X X ->
Iowa
Kansas X X
Kentucky X X X
Louisiana X
Maine X X
Maryland X
Massachusetts X X
Michigan
Minnesota R R X
Mississippi X X
Missouri X X
Montana
Nebraska X R
Nevada X X
New Hampshire X X X
New Jersey X X
New Mexico X X
New York X X X
North Carolina R
North Dakota
Ohio R X X
Oklahoma X X
Oregon X
Pennsylvania R
Rhode Island X X X
South Carolina X X
South Dakota X
Tennessee X
Texas X
Utah X X
Vermont X
Virginia X
Washington X X X
West Virginia X X
Wisconsin X X
Wyoming X X X X

Discussion:

In the Certifications section of the questionnaire, the findings indicated that a very small percent of HHSAA’s leagues’ athletic directors required a national certification policy and CPR/First-Aid certification. In contrast, HHSAA (84.75%) offered coaching education-training seminars for its head baseball coaches. If HHSAA doesn’t’ require its respective coaches to complete a recognizable national certification program, including CPR and First Aid, then coaches have to further their professional growth by attending their leagues’ recommended coaching education-training sessions.

In the Experience section of the questionnaire, a small percent of HHSAA’s athletic directors required previous high school playing and coaching experience in baseball. Nevertheless, nearly all (94.92%) HHSAA’s athletic directors required substance abuse and criminal background checks on their head baseball coaches. The difference in these requirements may be due to the importance of coaches’ character, rather than playing and coaching experience.

In the Professional section of the questionnaire, a minimal percent of HHSAA’s athletic directors required their head baseball coaches to attend coaching education-training seminars prior to employment, and to attend annual coaching education-training seminars after employment. A related finding revealed that a high percent of HHSAA’s athletic directors (84.75%) offered coaching education-training sessions for their head baseball coaches. Obviously, HHSAA recognized the importance of coaching education-training sessions, but HHSAA possibly encountered attendance problems in the past in coaches or baseball coaches who have not positively reviewed the coaching education-training curriculum.

The Education section of the questionnaire indicated that over half (57.63%) of the HHSAA’s athletic directors required at least a high school diploma for their head baseball coaches. This low percentage may be due to a lack in initiating a standard policy requiring all potential head baseball coaches to have a high school diploma. Certainly, high school dropouts would encounter more difficulties in obtaining high school head-coaching jobs than a high school graduate.

An interestingly supplemental finding revealed that there were only two nationally-certified high school strength and conditioning coaches. No HHSAA league athletic director required his or her respective high school to have a certified strength and conditioning coach on staff.

In Hawaii, 92 high schools compete in men and women interscholastic sports. In 2005, 34,758 student-athletes participated in Hawaii’s 24 state high school sports programs (K. Amemiya, personal communication, January 15, 2007). Not one head coach had a national strength and conditioning certification credential. Yet in any of these 92 high schools, if the athletes participated in any on-campus formal off-season or in-season strength and conditioning programs, unqualified sport-coaches conducted these regiments, thereby increasing the risk of injury to these 34,758 student-athletes. In a progressive state, like Hawaii, which was the first and only state to require every athletic high school to have on staff two-full time nationally certified athletic trainers, the HHSAA should recognize the need to require and fund one full-time certified strength and conditioning coach on every high school staff.

Conclusions and Recommendations:

In conclusion, there is a national movement toward high school coaching certification. To date, there are 40 states that have adopted, recommended, or required one of two national certification programs — ASEP or PACE. There seems to be a disparity in Hawaii’s high school athletic departments. There is no movement to adopt, recommend, or require national certification for Hawaii’s coaches, yet Hawaii is the only state to require two athletic trainers in every high school. Therefore, Hawaii’s athletic departments should seriously consider the following recommendations: (1) HHSAA should adopt either the American Sport Education Program’s (ASEP) or the Program for Athletic Coaches Education (PACE) national coaching certification requirements for their head baseball coaches; and (2) The National Standards for Athletic Coaches created by the National Association for Sport and Physical Education (NASPE) should be incorporated into HHSAA’s ASEP or PACE national accreditation-coaching program. The national standards should be used as a basis or framework for design of selection, evaluation, and education programs.

References:

American Sport Education Program (2006). ASEP’s Beginnings. Retrieved November 20, 2006, from http://www.asep.com/about.cfm

Brylinsky, J., (2002). National standards for athletic coaches. ERIC Digest, Oct.2002. Retrieved Nov. 12, 2005, from http://www.ericdigests.org/2004-1/coaches.htm

Burgeson, C., Wechsler, H., Brener, N.D., Young, J.C., & Spain, C.G. (2001). Physical education and activity: Results from the school health policies and programs study 2000. Journal of School Health, 71, 279-293.

Gilbert, W. & Trudel, P., (1999). An evaluation strategy for coach education programs. Journal of Sport Behavior, 22, 234-250.

Jackowiak, L., (2003). Developing an athletic program based on sound principles. Incorporating the national federation coaching education program. Retrieved Sept.23, 2006, from http://www.nfhs.org

Martens, R., Flannery, T., & Retort, P. (2003). The future of coaching Education in America, Retrieved May 11, 2006, from http://www.nfhs.org/cep/articles/future_coaching.htm

National Association for Sport and Physical Education (1995). National Standards for Athletic Coaches. Dubuque: Kendall/Hunt.

National Association of State Boards of Education (NASBE) (2003). Education requirements for athletic coaches. NASBE policy update, 11 (4). Retrieved May 12, 2006, from http://www.nasbe.org/Educational_Issues/Policy_Updates/11_4.html

National Council for Accreditation of Coaching Education (NCACE) (2006). NCACE program registry and approved program list. NASPE. Retrieved May 10, 2006, from http://www.aahperd.org/naspe/template.cfm?template=programs-html

National Federation of High School Association (NFHSA) (n.d.). Coaching education in America: A white paper. Retrieved May 13, 2006 from http://www.nfhs.org/staticContent/PDFs/cep/cep_whitepaper.pdf.

Seefeldt, V. & Brown, E. (1991). Program for athletic coaches’ education. Carmel: Benchmark Press, Inc.

2016-10-12T14:53:11-05:00March 14th, 2008|Contemporary Sports Issues, Sports Coaching, Sports Facilities, Sports Management|Comments Off on A State Analysis of High School Coaching Certification Requirements for Head Baseball Coaches

College Sport Management Student Perceptions Regarding Special Olympics Curriculum and Service Learning

Abstract:

This pre-test/post-test study evaluated college sport management student (N = 21) perceptions of Special Olympics North America curriculum/field experience. Pre-event and post-event values indicate that students had positive perceptions. Significant individual effects were found for General Orientation, Facilities and Safety, and Event Management. The strongest correlate relationships were for General Orientation with Volunteerism (52% predictive), Event Management (50%), and Athletes (53%), and Volunteerism with Event Management (54%) and Athletes (62%). Overall, results indicate that service learning can be implemented successfully into a sport management curriculum, field experience is an effective practical experience, and feedback from students should be used to improve teaching.

Introduction:

The service-learning/practical-experience student is an emerging professional who must guide the course of his/her own career. This is the opportunity for a student to apply professional knowledge and expertise in the field under the direction and supervision of a qualified practitioner. Such a student should receive varied experiences ranging from leadership to program development. The variety and intensity of experiences should allow the student to assess knowledge and skills in relation to career goals. The student should be challenged in a manner in which both strengths and weaknesses are evident. Such experiences can only be assured through careful planning by the student and by the agency supervisor (Overton, 2005).

The Special Olympics North America University (SONA) has developed a curriculum which consists of Special Olympics courses that can be incorporated into university curricula. These include General Orientation and Event Management courses within the Special Olympics Coach Education System and Games Management Training program. Through the Special Olympics University Curriculum, universities play a renewed role in training coaches and sport managers. The SONA curriculum is endorsed by the American Alliance of Health, Physical Education, Recreation, and Dance (AAHPERD) and the National Association for Sport and Physical Education (NASPE). Currently, nine universities have adopted this unique curriculum concept.

While service-learning implementation has increased in higher education curricula throughout the United States, the concept has been around for quite a while (Dewey, 1938). A sport management curriculum could benefit from incorporating service-learning based Special Olympic programs into university curricula. Event management, budgeting, concessions, and personnel management are examples of areas of experience that an organization such as the Special Olympics could provide a student volunteer. Equally important is that this cooperative program would provide sport management students with insight into how a service-oriented agency such as the Special Olympics is managed (Daughtrey, Gillentine, & Hunt, 2002). Many professors utilize academic-based service learning in their classes to provide students with practical experience. In fact, service learning has increased in popularity in higher education due to the many perceived benefits of the method.

Perceptions of the sport management students participating in the SONA curriculum are paramount in the success of the program. Feedback can assist in improving the overall structure of the service-learning experience. Thus, the research questions under investigation seek to first determine college sport management student perceptions regarding sport management Special Olympics training, and Special Olympics field experience. Second, they identify individual effects (individual differences) and determine whether perceptions differ in pre- versus post-event (situation effects) with regard to selected areas of sport management, including general orientation of the SONA training, volunteerism, adequacy of facilities and athlete safety, event management, and event contribution to competition and the well being of athletes, at a specific field-experience event. Third, they identify correlate relationships between perceptions of the selected areas of sport management.

Methods:

Design

The study utilizes a pre-test/post-test design. Participants were recruited from two facilities management courses, one for undergraduate students, the other for graduate students, during the 2006 spring term at a historically-black college and university in south central Virginia. Sport management majors are the only students eligible to take these courses. The pre-test was administered before students had Special Olympics North America University curriculum (SONA) training. The post-test was administered to those who had completed the pre-test, all modules of the 3-module SONA curriculum, and the sport management field-experience requirement (Module 3) at a specific Special Olympics regional track meet. Pre- and post-test surveys were administered to all participants by a sport management professor.

SONA curriculum description and administration

The Special Olympics of North America, in conjunction with selected higher education institutions, collaborate with sport management faculty to implement the SONA curriculum within selected sport management courses. Currently, there are nine universities throughout the United States that participate in this program. Module 1 of the SONA curriculum is a Special Olympics orientation, Module 2 is application of sport management principles to Special Olympics events, and Module 3 is a Special Olympics field experience. The sport management professors coordinated their teaching efforts and standardized their delivery of Module 2 to ensure that the content delivery was the same between the classes participating in the study. Completing the SONA curriculum and a sport management field experience at a Special Olympics event were course requirements of respective undergraduate and graduate courses.

Survey development and administration

The study survey was developed by one of the sport management professors who taught Module 2 and who had directed Module 3. The survey was reviewed for content validity by the Special Olympics administrator who taught Module 1. Section 1 of the survey assessed demographic characteristics, Section 2 was composed of six subscales that assessed perceptions regarding General Orientation (e.g., student preparedness, sport management knowledge, and organization of training staff), Volunteerism (e.g., “making a difference” as a volunteer, whether volunteer efforts would be appreciated), Facilities and Safety (adequacy of facilities and athlete safety), Event Management (e.g., job descriptions, operating plans, games meeting schedule), and Athletes (e.g., fair competition for athletes, whether event participation contributes to health and wellness of athletes). The content of the subscales was adapted from the SONA curriculum and from the mission statement of the Special Olympics of North America Curriculum Guide, 2005). Each subscale score was a mean score of five questions that were individually scored using a 5-point Likert scale (1 = strongly disagree, 3 = neutral, 5 = strongly agree). The university-affiliated institutional review board approved the project. Signed informed consent was obtained from all participants. The survey was pilot tested by four graduate sport management students. Based on their responses, modifications to the survey were not necessary.

Statistical analyses

Analyses were performed using JMP IN® software, version 5.0 (Sall, Creighton, & Lehman, 2005). The descriptive analysis included means, standard deviations, and frequency distributions. Item reliability was evaluated using Cronbach’s α. Subsequent data analysis involved Pearson x2 and one-way analysis of variance with a comparison for each pair using Student’s t. Multivariate pairwise correlations were used to evaluate relationships between subscales. A significant level of .05 was used for statistical analysis.

Results:

The total sample recruited included 45 students, which represented all students from the undergraduate and graduate students enrolled in one of two facility management courses. Overall, 21 students completed the study, which was a 47% participation rate. The average (M ± SD) age of the participants was 22.3 ± 3.2 years, 71% of participants (n = 15) were male, all were African American, and academic classification was fairly evenly distributed between undergraduate (58%, n = 12) and graduate students.

Cronbach’s α was used to evaluate item reliability for each subscale score in Section 2. The subscales internal consistency ranged from .73 to .90, indicating an acceptable correlation of ranked values among subscale parameters.

Regarding research question 1, participant perceptions of sport management Special Olympics training and a Special Olympics field experience, are reported in Table 1. Pre- and post-event values indicate that students had positive perceptions for all sport management subscales evaluated; mean scores ranged from 4.0 to 4.6 for all subscale scores. A score of 4 indicated participants “agreed” with statements, whereas a score of 5 indicated participants “strongly agreed.”

Table 1: College Sport Management Student Perceptions Regarding Special Olympics Training and a Special Olympics Field ExperienceNote: M ± SD. N = 21. * Each subscale was a mean score based on responses to five questions that were individually scored using a 5-point Likert scale (1 = strongly disagree, 3 = neutral, 5 = strongly agree).

Sport Management Subscale* Pre-event score Post-event score
General Orientation 4.2 ± 0.6 4.4 ± 0.5
Volunteerism 4.2 ± 0.7 4.4 ± 0.5
Facilities and Safety 4.4 ± 0.6 4.4 ± 0.5
Event Management 4.0 ± 0.7 4.3 ± 0.7
Athletes 4.4 ± 0.6 4.6 ± 0.3

In reference to question 2, individual and situation effects of student perceptions are reported in Table 2. Significant individual effects indicate that there were significant differences between perceptions of different participants, whereas significant situation effects indicate that perceptions of participants, as a group, differed from pre- to post-test. Significant individual effects were found for General Orientation, Facilities and Safety, and Event Management. The researchers identified no significant situation effects for any of the subscales.

Table 2: Individual and Situational Effects for College Sport Management Student Perceptions Regarding Special Olympics Training and a Special Olympics Field ExperienceNote: N = 21. Each subscale was a mean score based on responses to five questions that were individually scored using a 5-point Likert scale (1 = strongly disagree, 3 = neutral, 5 = strongly agree).

Sport Management Subscale* df MS F p
General Orientation
Individual effect 20 0.48 3.40 < .01
Situation effect 1 0.50 3.60 .07
Error 20 0.14
Volunteerism
Individual effect 20 0.55 1.93 .07
Situation effect 1 0.21 0.76 .40
Error 20 0.28
Facilities and Safety
Individual effect 20 0.41 2.80 .01
Situation effect 1 < 0.01 0.01 .94
Error 20 2.94
Event Management
Individual effect 20 0.69 2.5 .03
Situation effect 1 0.86 3.0 .10
Error 20 0.28
Athletes
Individual effect 20 0.26 1.55 .17
Situation effect 1 0.42 2.50 .13
Error 20 0.17

Concerning question 3, Special Olympics training and field experience perceptions correlate relationships; all subscales assessed had statistically significant direct correlate relationships with all other subscales (see Table 3). The strongest correlate relationships (rS2 x 10) were for General Orientation with Volunteerism (52% predictive of each other), Event Management (50%), and Athletes (53%), and for Volunteerism with Event Management (54%) and Athletes (62%).

Table 3: Correlate Relationships Regarding Perceptions of Special Olympics Training and a Special Olympics Field Experience Among College Sport Management StudentsNote: N = 21. Multivariate pairwise correlations were used to evaluate relationships between sport management subscales.

Sport Management Volunteerism Facilities and Safety Event Management Athletes
General Orientation rS = .72
p = < .01
rS = .46
p = .04
rS = .70
p = < .01
rS = .73
p = < .01
Volunteerism rS = .55
p = < .01
rS = .74
p = < .01
rS = .79
p = < .01
Facilities and Safety rS = .56
p = .02
rS = .52
p = < .01
Event Management rS = .59
p = < .01

Discussion:

The primary purpose of a service-learning project is to provide a work-study-learning program to further the professional development of students. Agencies electing to accept students in a service-learning environment have an obligation to maintain reputations for professional service. Thus, the general orientation to a service-learning project is critical. Results from this study indicate that the general-orientation portion of a service-learning project sets the tone in preparing the student for volunteer work. It is evident that this module in the curriculum is important in creating a solid base and understanding of the overall service-learning experience. Furthermore, the general orientation portion of the curriculum had positive correlate relationships with several of the subscale areas included in the Special Olympics curriculum modules. Particularly, the Event Management, Athlete, and Volunteerism subscales had direct correlate relationships with General Orientation. Similarly, Volunteerism had positive correlate relationships with the Athlete and Event Management subscales. Thus, these results suggest that the sport management student will recognize that volunteer, philanthropic organizational events are viable career options in the sport industry. In addition, this study indicates that future sport management professionals will be aware of the importance of event-management planning and the significant role volunteerism plays in the development of a successful service-learning event.

The present study allowed the students the opportunity to participate in a sport management event and to evaluate sport management concepts, including event management, volunteerism, athlete mentoring, and facility planning. From an academician’s viewpoint, the significant individual effects indicate areas a faculty member may concentrate in so as to improve the overall effectiveness of the service-learning project. Because students have varied perceptions, an instructor may use open-ended discussions to educate students regarding different sport management areas that are paramount to the success of a service-learning project.

Service learning has been a popular pedagogical tool in academic programs for years. Recently, the concept has gained popularity in other forms, such as class projects and internships (Petkus, 2000). The implications of this study are that, because students have positive perceptions regarding service-learning projects, the projects can be implemented successfully into a sport management curriculum. In fact, specialized internship/field experiences with organizations such as the Special Olympics can work efficiently within an already existing sport management program. When implementing service-learning components into existing sport management curriculums, it is important to receive feedback from the students. This will assist the instructor in evaluating the effectiveness of the curriculum and subsequent service-learning experiences.

References:

Daughtrey, C., Gillentine, A., & Hunt, B. (2002). Student collaboration in community sporting activities. American Alliance for Health, Physical Education, Recreation and Dance, 15, 33-36.

Dewey, J. (1938) Experience and Education, New York: Collier Books.

Overton, R. (2005). Sport Management Internship Manual. Ettrick, Virginia: Virginia State University.

Petkus, E. (2000). A theoretical and practical framework for service-learning in marketing: Kolb’s experiential learning cycle. Journal of Marketing Education, 22(1), 64-70.

Sall, J., Creighton L., & Lehman A. (2005). JMP IN® Start Statistics. Southbank, Australia: Thomson Brooks/Cole.

Special Olympics Special Olympics of North America Curriculum Guide (2005). Washington, D.C.

2013-11-26T14:29:53-06:00March 14th, 2008|Contemporary Sports Issues, Sports Management, Sports Studies and Sports Psychology|Comments Off on College Sport Management Student Perceptions Regarding Special Olympics Curriculum and Service Learning

The Effects of Promotions on Attendance in Professional Baseball

Abstract:

Professional baseball organizations use many types of promotions to increase attendance. The purpose of the study was to determine whether or not different types of promotions effected attendance in professional baseball. Promotions were categorized into price, non-price, and a combination of price and non-price. Attendance and promotion data were collected from four professional baseball organizations located in the Ohio River Area. The results indicated significant increases in attendance in two of the four teams when any promotion was used. Two teams also revealed attendance increases when non-price promotions were present, as well as when combination of price and non-price promotions were employed. Finally, this study supports previous research, which has found higher attendance at games with promotions than games without promotions and when non-price promotions are used rather than price promotions.

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2016-10-19T10:51:50-05:00March 14th, 2008|Contemporary Sports Issues, Sports Facilities, Sports Management, Sports Studies and Sports Psychology|Comments Off on The Effects of Promotions on Attendance in Professional Baseball

More than Just the Ryder Cup: An Examination of Relevant Natural Characteristics in Professional Golf

Abstract:

The researcher examined the two major professional golf associations, the Professional Golfer’s Association (PGA) and the Ladies Professional Golfer’s Association (LPGA), to determine physical characteristics relevant for success. The researcher found that those players born outside of the U.S. consistently earn more money and have lower average scores in the most recent professional season. These results are consistent across both tours. The researcher attempted to uncover individual statistical categories that influence this finding. He found that players born outside of the U.S. have significantly superior putting averages, while there appears to be no significant difference in other categories, such as driving and hitting greens in regulation. The superior performance of players born outside of the U.S. remains after controlling for these statistical areas.

Introduction:

Many studies have examined the skills necessary to succeed at the game of golf. Among the first were Davidson and Templin (1986), who found hitting greens in regulation and putting to be the most important determinants of success. These results have been consistent in numerous studies, including Jones (1990), Shmanske (1992), Belkin, Gansneder, Pickens, Rotella, and Striegel (1994), Nero (2001), Dorsel and Rotunda (2001), and Engelhardt (2002).

This paper took a different approach. The researcher examined the impact of professional golfers’ physical characteristics on performance, measured by the money earned and the scoring average for the 2006 season. The researcher examined both the Professional Golfers Association (PGA) and the Ladies Professional Golfers Association (LPGA) tours. There has been considerable evidence that talent and skill level in professional golf have been increasing rapidly over the past decade (e.g. Chatterjee, Wiseman, and Perez, 2001). This is likely attributable to the rapid improvement in equipment, but just as much, if not more, is attributable to increased participant abilities. The researcher examined whether natural characteristics such as size influence professional success in both tours.

Further, the researcher examined the effect of the individual’s origin, specifically segmenting those born in the U.S. and those that were not. Following the two most recent Ryder Cups, which the European teams won handily, there has been much discussion on the “advantages” they must have. Those advantages appear to be more than statistical, as the American team fielded the top three players in the world during the most recent Cup and were still unable to threaten the lesser-known European team. It has been suggested this is potentially due to the team camaraderie the international team enjoys and the American team lacks. While this is a question the researcher cannot answer, he attempted to determine whether this “international effect” is evident in settings other than these group competitions.

This work makes numerous contributions to the literature related to this subject. First, to his knowledge, the researcher is among the first to directly examine the individual physical characteristics of professional golfers. The researcher took an opposite approach than most studies do. Characteristics such as putting and driving are explanatory variables, which the researcher used in an attempt to explain the variation found in relation to the physical characteristics.

Second, the researcher contributed to the literature (e.g. Wiseman, Chatterjee, Wiseman, and Chatterjee, 2004) that examines gender differences in professional golf. While the researcher primarily examined both tours separately, he found the results to be consistent for both tours, suggesting an overall effect, rather than a gender-specific anomaly. In addition, the researcher examined the 2006 professional season, which has just recently concluded. Given the increased quality of equipment, as well as the improved performance of the participants, it is important to examine the most recent data.

The researcher found relations to be consistent with those documented in past literature. In addition, the most interesting finding dealt with the nationality variable. The researcher found those individuals born outside the U.S. scored lower and earned more money than those born within, a result consistent across both professional tours. Further, by examining the primary performance-predicting variables, the researcher found players born outside of the U.S. have lower putting averages, while the other performance-predicting variables are statistically equal. Therefore, it appears that putting explains some of the variation between U.S. born and non-U.S. born players. However, the researcher also examined end-performance controlling for the predictive statistics (including putting average) and found the significant relation remains. Therefore, there appears to be undefined influence. The researcher briefly discussed possible reasons for this, for example, prior experience on international tours.

Literature Review:

Davidson and Templin (1986) were among the first to examine the characteristics that are important in golf success. Examining 1983 PGA data, they concluded that relative to driving, skills of finesse, such as putting and hitting greens in regulation (GIR) were more important statistical areas in relation to performance, as measured by money earned and scoring average. The results suggest that golfers who possess proficiency in many shot-making areas have a higher probability of success than those players with proficiency in a few.

Numerous studies have examined the same topic and have concluded the same, that putting and GIR are the most important determinants of success. Among these are Jones (1990), Shmanske (1992), Belkin, Gansneder, Pickens, Rotella, and Striegel (1994), Wiseman, Chatterjee, (1994), Engelhardt (1995,1997), Moy and Liaw (1998), and more recently Nero (2001), Dorsel and Rotunda (2001), and Engelhardt (2002). This finding is not exclusive to professional golf, as Callen and Thomas (2004) found that amateur golfers must possess a wide array of shot-making skills to be successful, particularly putting and hitting GIR.

Several studies have also examined the incremental significance of certain statistical areas for male golfers in comparison to female golfers. For example, Wiseman, Chatterjee, Wiseman, Chatterjee (1994) examined the PGA, LPGA, and SPGA tours and found that males drive the ball farther and hit more GIR. Consistent with the above results, they also found the most important characteristics for LPGA golfers are putting and greens in regulation. Moy and Liaw (1998) found the same, adding that PGA participants perform better in sand saves relative to the LPGA tour. Shmankse (2000) noted that the PGA tour yielded a superior putting average relative to the LPGA.

Further, Nero (2001) estimated golfers earnings based upon driving distance, driving accuracy, putting average, and sand saves. He concluded that professional golfers would benefit by improved putting more than increased driving distance. Callen and Thomas (2006) extended their previous study by examining male and female NCAA amateur golfers. They reached two primary conclusions: (1) males and females possess different levels of shot-making skills, and (2) these disparate skills influence tournament performance differently across genders. These disparate skills are consistent with those found in professional golf.

Moy and Liaw (1998) asserted that men’s larger physical size and superior strength explained the advantage enjoyed by professional male golfers over their female counterparts, as they can drive the ball farther. However, others have argued that successfully driving the ball requires more than just strength. For example, Hume, Keogh, and Reid (2005) analyzed both driving and putting and found that strength is certainly important in both areas, but flexibility and timing are also critical for success. The related hypothesis is that gender-related differences are therefore related to one or more of those physiological areas. Myers, Gebhardt, Crump, and Fleishman (1993) found statistical support for this; male golfers score higher in strength and stamina, while females have superior flexibility.

Data and Methods:

All data in this study are available online. The researcher obtained PGA and LPGA statistics from the official websites, www.pgatour.com and www.lpgatour.com, respectively. For each tour, the researcher obtained end-performance measures and performance-predicting measures. The researcher’s primary measures of end performance were total money earned during the year (Money) and scoring average (Scoring). Money is defined as the sum total earnings due to end tournament placement throughout the entire season.1 Scoring is defined as the average score (i.e. number of strokes) obtained through each round (i.e. 18 holes).

Also, the researcher examined four performance-predicting statistics. The first, driving distance (DrivingDist), measured the total length of each participant’s average drive. During each round, two holes were selected to be measured, with special care taken to ensure the holes face in opposite directions to counteract the effects of wind. Drives were measured at the point they come to rest. The researcher also examined driving accuracy (DrivingAcc), which is the percentage of time a player hit the fairway with his/her drive, the first stroke taken on par 4 and par 5 holes. These two variables are included to examine the overall “power game” of each player. Past studies have typically found these variables to be less important than the finesse areas of the game. However, there have been studies (e.g. Engelhardt, 1995) that suggest a reversal in recent seasons, as the game of golf has become a more distance-demanding sport. The researcher attempted to see if this was indeed the case.

The researcher examined each player’s percentage of GIR, defined as having any part of the ball touching the putting surface in two or less strokes than par for each hole. Finally, the researcher examined putting average (PuttAv) for each participant. PuttAv is the average number of putts used only on those greens hit in regulation. Using this measure eliminated biasing the results due to chipping the ball close to the hole and having a relatively short putt. Both of these variables have been found to be significant in relation to performance in almost all studies. Therefore, the researcher attempted to see if this relationship still existed.2

Rather than using the value of each of these performance variables, the researcher chose to use the ranking. In each tour, the participants are ranked based upon each statistical category. In fact, those are the numbers most often quoted when commenting on the various statistics. The researcher chose to use rankings in order to have a consistent relationship between the coefficient signs and each variable. Otherwise, each would have to have its own interpretation. For example, a lower putting average is a positive statistic, while a higher percentage of greens in regulation is a positive. By using the respective rankings, the researcher could consistently say that a higher ranking is a positive signal, regardless of the variable.3

The researcher’ primary contribution was to extend the analysis to control for personal characteristics. Therefore, the researcher also identified several natural physical characteristics. He identified the age (age) of each participant, defined as the number of whole years from the individual’s birth date to the end of the 2006 professional year.4,5 Also, he defined height (height) and weight (weight) to control for the player’s physical structure. Height is measured in inches; weight is measured in pounds. The researcher did not have data on the LPGA player’s weight; therefore, this variable was defined only for the PGA sample. Finally, the researcher identified each individual’s birth place. Using this, the researcher created USA, which is a dummy variable equal to one if an individual was born in any of the 50 states, zero otherwise. As such, the researcher could examine the difference between performance of USA-born players, both in end performance and in performance-predicting variables. All personal characteristics are available online. After excluding those players for which complete data was unavailable, the final sample consisted of 196 PGA professionals and 166 LPGA professionals.

The researcher initially examined summary statistics of both sub-samples. Consistent with Chaterjee, Wiseman, Chaterjee, and Wiseman (1994), the researcher found the unsurprising result that PGA players drive the ball farther than LPGA players. This is consistent with physiological studies, such as Myers, et al. (1993.) However, the researcher found no significant difference between the two tours in relation to greens hit in regulation. He found the putting average on the PGA tour to be significantly lower than on the LPGA tour, consistent with Schmanske (2000). PGA tour players underperformed LPGA players in driving accuracy, also consistent with Myers et al. (1993.) More important to the study, the researcher found PGA players are older, on average. It appears that there is a higher percentage of American born players on the PGA tour relative to the LPGA tour.

Table 1 – Summary Statistics:

The following table represents summary statistics for the sample, segmented by observations from the Professional Golfers Association (PGA) tour and the Ladies Professional Golfers Association (LPGA) tour. For the PGA tour, Age is defined as number of whole years from the individual’s birth date to November 6, 2006, the day after the end of the Tour Championship. For the LPGA tour, Age is defined as the number of whole years from the individual’s birth date to November 15, 2006 the date following the ADT Championships. Height is the individual’s height in inches. Weight is the individual’s weight in pounds. EventNumb is the number of events each individual participated in during the 2006 year. USA is a dummy variable equal to one if the player was born in any of the 50 United States, zero otherwise. Money is the total amount of prize money awarded to each individual during the 2006 tour year in each respective tour. Scoring is the average 18-round score for each individual. DrivingDist is the average number of yards for each drive. During each round, two holes are selected to be measured, with special care taken to ensure the holes face in opposite directions to counteract the effects of wind. Drives are measured at the point they come to rest. DrivingAcc is the percentage of time the player hits the fairway with their drive. GIR is the percentage of the time the player hits the green in regulation (i.e. when the ball is on the green and the number of strokes taken is two or less than par.) PuttAv is the average number of putts used on those greens hit in regulation.

PGA LPGA t-statistic
N 196 166
Personal Characteristics
Age 35.76 30.80 10.82
Height 71.55 66.28 21.76
Weight 180.85
EventNumb 25.78 19.93 11.72
USA .75 .51 4.90
Performance Characteristics
Money 1,188,709.48 252,329.11 10.82
Scoring 71.11 72.89 -16.06
DrivingDist 289.40 250.87 39.47
DrivingAcc 63.41 69.52 -9.66
GIR 65.13 64.58 1.33
PutAv 1.78 1.83 -13.97

Results:

The researcher began by estimating the following regression model via traditional Ordinary Least Squares:

Depi = α + β1EventNumb + β2Height + β3Weight + β4USA + β5Age + εi (1)

where Depi is either Money, Scoring, DrivingDist, DrivingAcc, GIR, or PuttAv. Each variable is the rank of the golfer in the respective tour in each statistical category. Therefore, he could interpret each positive coefficient as a negative effect on end performance, as it indicated a higher value for independent variable will result in a higher ranking value for the performance measure. EventNumb is the number of full-field events the participant entered into during the 2006 season on each tour, and it was used to control for variation that is a result of frequency of play. The results are presented in Tables 2 and 3. Table 2 presents the results for the end performance variables, Money and Scoring. By first examining the PGA results, he found that older players make less money. More interesting, American born players score higher and make less money on average than their counterparts. The coefficient indicates that, on average, non-American born players rank 32 and 34 places higher than American born players in money earned and scoring average, respectively.

Table 2 – Multivariate Analyses: Cumulative Performance:

The following table presents results from the following model:

Depi = α + β1EventNumb + β1Height + β2Weight + β3USA + β5Age + β6LPGAdum+ εi

where the dependent variable is either Money (in columns 1, 3, and 5) or Scoring (in columns 2, 4, and 6). For columns 1 through 6, each dependent variable is the rank of the individual observation in each of the pre-mentioned categories, as defined in Table 1. In columns 7 and 8, the dependent variable is an adjusted rank, segmented by quintiles, where the rank is 1 through 5. LPGAdum is dummy variable equal to one if the individual is on the LPGA tour, zero otherwise. All other variables are as defined in Table 1.

PGA LPGA Total
(1)
Money
(2)
Scoring
(5)
Money
(6)
Scoring
(7)
Money
(8)
Scoring
Coef. t-stat Coef. t-stat Coef. t-stat Coef. t-stat Coef. t-stat Coef. t-stat
Intercept 64.18 .41 51.15 .36 211.52 2.79 182.16 2.13 5.82 2.59 5.58 2.44
EventNumb .06 .07 1.59 1.83 -7.38 -12.85 -5.88 -9.06 -.09 -5.74 -.06 -3.79
Height -1.02 -.43 -1.94 -.91 .25 .22 .26 .20 -.03 -.84 -.03 -.98
Weight .21 .74 .55 2.16
USA 31.79 2.97 33.96 3.51 19.73 3.59 19.06 3.08 .82 5.30 .92 5.89
Age 1.36 2.02 .61 1.00 -.21 -.56 -.28 -.67 .02 1.72 .01 1.16
LPGAdum -.34 -1.44 -.21 -.87
N 196 196 166 166 362 362
Adj. R2 .0640 .1107 .5506 .3820 .1566 .1233

The results for the LPGA were consistent with the results for the PGA tour in that non-American born players outperformed their counterparts in both end performance measures. The average increase in ranking was 20 and 19 places for money earned and scoring, respectively. Neither age nor height had any significant relation to end performance.

Although their primary focus was on the two tours separately, the researcher also combined the two tours in a total sample. The difference in the numbers of golfers would create problematic model estimations if the researcher were to simply use the ranking as the dependent variable. He adjusted the rankings by creating quintiles for each performance measure. Therefore, for the total sample, the dependent variable only had 5 values, 1 through 5, where 1 represented those individuals who ranked in the top quintile in that respective category and 5 represented the bottom quintile. In doing this, the researcher assured the rankings were consistent across the two tours. The researcher included LPGAdum, a dummy variable equal to 1 for those individuals on the LPGA tour, zero otherwise. This variable is designed to control for systematic differences between characteristics on the two tours.

The results for the total sample confirmed those found individually in both tours. Specifically, the positive coefficient on USA indicated that across both tours, American born golfers have higher ranking values in both Money and Scoring, which indicates inferior performance. A negative relationship between age and end performance was found in the PGA rankings, but the significance was only marginal, a product of the insignificant relation in the LPGA tour. However, the highly significant and negative relation between USA and end performance was consistent across the two tours and provided an interesting question. It appeared that, of all the physical characteristics the researcher examined, the most important is nationality. This could be a product of many things, some of which the researcher could not examine. For example, it is well known that many players, particularly on the PGA tour, are successful, established players on tours in their native countries prior to participating in the United States. However, the researcher was unaware of any way to fully capture the increased ability attributable to this prior experience.

Regardless, if non-American born players are outperforming, it could simply be due to superior performance in individual areas, which the researcher called performance-predicting characteristics. It was not the researcher’ intent to examine where these skills are obtained, but rather to determine whether evidence supported the existence of superior skill in each statistical area. Therefore, the researcher examined these variables in an effort to “explain” the results of Table 2. Those results are presented in Table 3.

Table 3 – Multivariate Results:

The following table presents results from the following model:

Depi = α + β1EventNumb + β1Height + β2Weight + β3USA + β5Age + β6LPGAdum+ εi

where the dependent variable is either DrivingDist, DrivingAcc, GIR, or PuttAv. For Panels A and B, each dependent variable is the rank of the individual observation in each of the previously-mentioned categories, as defined in Table 1. For Panel C, the dependent variable is an adjusted rank, segmented by quintiles, where the rank is 1 through 5. All other variables are as defined in Tables 1 and 3.

Panel A: PGA (1) (2) (3) (4)
DrivingDist DrivingAcc GIR PuttAv
Coef. t-stat Coef. t-stat Coef. t-stat Coef. t-stat
Intercept 354.76 2.99 -174.35 -1.23 90.09 .60 149.38 1.01
EventNumb .82 1.12 .12 .13 .88 .94 .40 .43
Height -4.46 -2.48 3.95 1.84 -1.10 -.48 -2.39 -1.06
Weight -.65 -3.04 .39 1.55 .27 1.00 .50 1.89
USA -5.20 -.64 -5.45 -.56 1.22 .12 19.75 1.95
Age 4.60 8.98 -2.17 -3.55 .47 .72 .11 .17
N 195 195 195 195
Adj. R-Sq. .3671 .0998 -.0124 .0209

 

Panel B: LPGA (1) (2) (3) (4)
DrivingDist DrivingAcc GIR PuttAv
Coef. t-stat Coef. t-stat Coef. t-stat Coef. t-stat
Intercept 436.30 4.15 -472.63 -4.82 179.53 1.83 231.61 2.45
EventNumb -1.02 -1.28 -2.18 -2.94 -4.54 -6.12 -4.27 -5.98
Height -5.48 -3.39 9.33 6.19 -.14 -.09 -1.12 -.77
USA 7.67 1.01 -6.56 -.93 4.22 .60 26.68 3.90
Age .85 1.69 -.52 -1.11 .04 .09 -.22 -.50
N 164 164 164 164
Adj. R-Sq. .0775 .1956 .1906 .2622

 

Panel C: Total (1) (2) (3) (4)
DrivingDist DrivingAcc GIR PuttAv
Coef. t-stat Coef. t-stat Coef. t-stat Coef. t-stat
Intercept 13.24 5.87 -8.90 -3.85 4.81 1.99 6.86 2.92
EventNumb -.59 -2.52 .69 2.83 -.05 -2.98 -.06 -3.64
Height -.17 -5.68 .19 6.10 -.02 -.50 -.04 -1.29
USA .05 .34 -.03 -1.87 .25 1.54 .74 4.59
Age .06 5.99 -.03 -2.78 .01 1.11 .00 .08
LPGAdum -.59 -2.52 .69 2.83 -.24 -.95 -.36 -1.46
N 360 360 360 360
Adj. R-Sq. .1452 .1037 .0225 .0768

Panel A examines the PGA tour, while Panel B examines the LPGA tour. Panel C examines the combined total sample. The researcher found, unsurprisingly, that younger, heavier, and taller players on the PGA tour hit longer drives. The researcher also found that younger players had less accuracy in their drives, as did taller players (although the significance is marginal.) In column 3, he sought to determine whether or not any of the personal characteristics help explain the percentage of greens hit in regulation. However, the researcher found the natural characteristics have no significance to GIR. In the last column of Panel A, the researcher found non-USA born players have lower (better) putting averages that their U.S. counterparts. Since this is a variable consistently found to be greatly important in golfing success (e.g. Davidson and Templing, 1986), this could explain, at least partially, the variation of USA in end performance.

Turning to Panel B, the researcher examined the performance-predicting variables for the LPGA tour. He found that taller, younger players hit longer drives, again consistent with expectations. However, shorter players drive more accurately. Most interesting, he also found a positive relation between U.S. born status and putting average rank, indicating non-American born players putt more efficiently. Again, this could explain some of the variation found in Table 2. In Panel 3, he examined the total sample. As expected, given the results in the first two panels, taller, younger players hit longer drives than their counterparts. However, taller players hit fewer fairways than shorter players. Also, as expected, the total sample results confirmed that non-U.S. born players have superior ranked putting averages than U.S. born players.

It appears some of the variation in performance unexplained by individual statistical categories may be due to physical characteristics. In regards to nationality, it may be that the superior performance is due to superior putting abilities, as he found no relation to other performance-predicting characteristics. However, he needed to examine the influence of natural physical characteristics in congruence with traditional predictors of end performance. In order to do this, the researcher estimated the following OLS model:

Depi = α + β1DrivingDist + β2DrivingAcc + β3GIR + β4PuttAv + β4EventNumb + β5LPGAdum + β6Height + β7Weight + β8 USA + (2)β9age + εI

where Depi is either Money or Scoring. The results are presented in Table 4. Panel A presents the results for Money, while Panel B presents the results for Scoring. To be consistent with previous studies, the researcher first examined only the performance-predicting variables. Those are presented in columns 1, 3, and 5 of each panel. The results were wholly consistent with those found in the majority of previous studies in that the two most important statistical categories are putting average and percentage of greens hit in regulation. In fact, the researcher found no significance at all in relation to the two driving measures on the PGA tour. However, driving (particularly driving accuracy) appears to be predictive of superior performance on the LPGA tour.

More important to this study, the researcher wanted to see if all of the variation in end performance can be determined by these performance-predicting variables. In other words, does the significance identified in the previous analyses disappear when combined with these more established measures? The researcher examined this in columns 2, 4, and 6 of each panel. The researcher found the results for the PGA tour to be consistent even when controlling for these variables. Specifically, USA maintained significance while GIR and PuttAv also remained highly significant. Therefore, successful players must be proficient at putting and hitting greens in regulation. However, there still seems to be an unexplained contribution from the individual’s nationality that comes from some undefined factor, perhaps prior experience (and success) on a tour in their native country.

The LPGA results are consistent in that the two most important variables for LPGA golfers are also putting and greens hit in regulation. However, there also seems to be a significant effect of driving accuracy on end performance. In both the LPGA sample and the total sample, USA maintains significance.

Table 4 – Multivariate Results with Both Physical and Performance Characteristics:

The following table presents results from the following model:

Depi = α + β1DrivingDist + β2DrivingAcc + β3GIR + β4PuttAv + β4LPGAdum + β5EventNumb + β6Height + β7Weight + β8USA + β9Age + εi

where the dependent variable is either Money (in Panel A) or Scoring (in Panel B). For each statistical category, the variable is the rank of the individual observation. In columns 5 and 6, the statistical variables are an adjusted rank, segmented by quintiles where the rank is adjusted to take on a value of 1 through 5. All other variables are as defined in Tables 1 and 3.

Panel A: Money
PGA LPGA Total
(1) (2) (3) (4) (5) (6)
Coef. t-stat Coef. t-stat Coef. t-stat Coef. t-stat Coef. t-stat Coef. t-stat
Intercept 9.33 .61 -32.81 -.26 -14.67 -2.36 67.29 1.59 .17 .69 .52 .30
DrivingDist -.02 -.26 -.12 -1.20 .07 1.37 .07 1.95 .03 .61 .02 .34
DrivingAcc -.10 -1.12 -.11 -1.19 .12 2.52 .09 2.30 -.02 -.40 -.02 -.49
GIR .58 7.81 .59 7.94 .51 10.18 .41 10.48 .50 11.38 .48 11.10
PuttAv .48 8.11 .45 7.60 .53 13.17 .38 11.42 .43 11.52 .38 10.07
LPGAdum .01 .05 -.06 -.36
EventNumb -.52 -.70 -3.56 -10.56 -.04 -3.77
Height .59 .32 .17 .25 .01 .21
Weight -.21 -.70
USA 20.96 2.49 8.38 2.91 .41 3.55
Age 1.35 2.15 -.15 -.83 .01 1.25
N 195 195 164 164 361 361
Adj. R2 .4137 .4410 .8028 .8953 .5148 .5495

 

Panel B: Scoring
PGA LPGA Total
(1) (2) (3) (4) (5) (6)
Coef. t-stat Coef. t-stat Coef. t-stat Coef. t-stat Coef. t-stat Coef. t-stat
Intercept 2.11 .17 -53.35 -.53 -18.29 -4.27 39.85 1.12 -.26 -1.20 .10 .07
DrivingDist -.05 -.69 .08 -.81 .06 1.71 .06 1.94 .04 1.08 .04 .91
DrivingAcc -.07 -.94 -.05 -.72 .14 4.39 .14 4.28 .04 .95 .05 1.14
GIR .61 9.81 .58 9.64 .59 17.18 .56 16.66 .55 14.21 .54 14.12
PuttAv .49 9.85 .44 9.09 .45 16.51 .39 13.75 .45 13.77 .41 12.44
LPGAdum -.00 -.00 .06 .38
EventNumb .97 1.58 -1.27 -4.47 -.01 -.73
Height -.33 -.22 -.34 -.61 -.01 -.35
Weight .14 .79
USA 23.91 3.48 .30 3.00 .48 4.70
Age .47 .92 -.19 -1.22 .00 .63
N 195 195 164 164 361 361
Adj. R2 .5258 .5657 .8995 .9134 .6258 .6466

Conclusions:

The researcher examined natural physical characteristics of professional golfers on the PGA and LPGA tours. He controlled for performance-predicting statistical measures, namely driving distance, driving accuracy, percentage of greens hit in regulation, and putting average. The researcher found the percentage of greens hit in regulation and putting average to be the most important characteristics of end performance (i.e. success) in professional golf. This is consistent with numerous prior studies. Driving, particularly driving accuracy, appears also to be important on the LPGA tour, but not on the PGA tour.

More important to this study, the researcher found a strong relationship between nationality and end performance. Specifically, U.S. born players have inferior end performance relative to their counterparts. One explanation for this is perhaps the superior putting averages enjoyed by the non-U.S. golfers.

The researcher’ results have interesting implications for professional golf. It is obvious that golf is an international game more now than ever before, particularly in the United States, where the professional prizes are higher than any other country. Recent domination in Ryder Cup has led many to comment on the unexplained advantage European golfers seem to enjoy during those events. While this work takes a broader approach by examining all international born golfers (and not just European ones ), it provides a good starting point in investigating whether superior performance is contingent on nationality. The researcher’ primary objective was to identify whether such a relationship exists and not necessarily to describe its origin. Therefore, future research could be designed to examine the cause, for example training methods or coaching practices.

Endnotes:

1 During the 2006 season, the PGA tour had a total of 48 tournaments, while the LPGA had only 33.

2 In unreported results, the researcher examined numerous statistics, such as sand saves. However, the researcher found no significance in relation to those variables. In order to remain consistent with the previous literature, the researcher chose to examine only the variables that have been consistently used in similar studies.
The obvious assumption is that the incremental difference between each ranking category carries the same weight. In other words, the difference between rankings 1 and 2 is the same as the difference between 2 and 3.

3 While this is a restriction, there is no reason to believe it would bias the result as the pertinent question in an individual sport is performance relative to other competitors. In order to be absolutely sure, the researcher conducted all statistical analyses using the actual number rather than the ranking. All results were qualitatively identical. Results are available upon request.

4 For the PGA tour, the last event concluded on November 6, 2006 while the last event for the LPGA tour concluded on November 19, 2006. There are events on both tours that are not full-field events, meaning that not all players had the opportunity to participate. While there is no reason to believe this would bias the results, for completeness, the researcher eliminated tournaments in unreported results. The final conclusions are unchanged.

5 The researcher also identified a variable labeled experience, defined as the number of years the player has been a professional golfer. However, the variables age and experience were highly correlated (p = .94), therefore the researcher chose to examine only age. However, in unreported results he repeated all analyses replacing age with experience and find the results qualitatively unchanged.

References:

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Callen, S.J., and Thomas, J.M. Determinants of success among amateur golfers: An examination of NCAA Division I male golfers, The Sport Journal, 2004.

Callen, S.J., and Thomas, J.M. Gender, skill, and performance in amateur golf, The Sports Journal, 2006.

Chatterjee, S., Wiseman, F., and Perez, R. Studying improved performance in golf, Journal of Applied Statistics, 2002, 29, 1219-1227.

Davidson, J.D. and Templin, T.J. Determinants of success in Professional Golf Association Tour statistics, Research Quarterly for Exercise and Sport, 1986, 57, 60-67.

Dorsel, T.N. and Rotunda, R.J. Low scores, Top 10 finishes, and big money: An analysis of Professional Golf Association Tour statistics and how these relate to overall performance, Perceptual and Motor Skills, 2001, 92, 575-585.

Engelhardt, G.M. It’s not how you drive, it’s how you arrive: the myth, Perceptual and Motor Skills, 1995, 80, 1135-1138.

Engelhardt, G.M. Differences in shot-making skills among high and low money winners on the PGA Tour, Perceptual and Motor Skills, 1997, 84, 1314.

Engelhardt, G.M. Driving distance and driving accuracy equals total driving: Reply to Dorsel and Rotunda, Perceptual and Motor Skills, 2002, 95, 164-180.

Hume, P.A., Keogh, J., and Reid, D. The role of biomechanics in maximizing distance and accuracy of golf shots, Sports Medicine, 35, 429-449.

Jones, R.E. A correlation analysis of the Professional Golf Assocation (PGA) statistical ranking for 1988, In A.J. Cochran (Ed.) Science and Golf: Proceedings of the First World Scientific Conference of Golf. London: E &FN Spon. 165-167.

Myers, D.C., Gebhardt, D.L., Crump, C.E., and Fleishman, E.A. The dimensions of human physical performance: Factor analysis of strength, stamina, flexibility, and body composition measures, Human Performance, 6, 309-344.

Moy, R.L. and Liaw, T. Determinants of professional golf earnings, The American Economist, 1998, 42, 65-70.

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Shmankse, S. Human capital formation in professional sports: Evidence from the PGA Tour, Atlantic Economic Journal, 1992, 20, 66-80.

Shmankse, S. Gender, skill, and earnings in professional golf, Journal of Sports Economics, 2000, 1, 385-400.

Wiseman, F., Chatterjee, S., Wiseman, D., and Chatterjee, N. An analysis of 1992 performance statistics for players on the U.S. PGA, Senior PGA, and LPGA Tours, In A.J. Cochran and M.R. Farrally (Eds.), Science and Golf: II. Proceedings of the World Scientific Congress of Golf. London: E & FN Spon., 1994, 199-204.

2016-10-12T14:52:28-05:00March 14th, 2008|Contemporary Sports Issues, Sports Studies and Sports Psychology|Comments Off on More than Just the Ryder Cup: An Examination of Relevant Natural Characteristics in Professional Golf

Book Review: Take A Good Look Around

Take A Good Look Around is a compilation of stories and poems surrounding the experiences of the author, James C. Wofford. The book humorously chronicles unique aspects of Wofford’s life as a horse trainer, Olympic coach, and avid outdoorsman. It exhibits his talents as a poet; he writes in verse about the conscience of caring for the environment, the disappearance of a loved-one, and the joy and hope brought about by children and animals. In pure Wofford style, he qualifies his text by stating, “I have always been aware that we might not see something, or experience something for a second time, hence the title.”

Take A Good Look Around is a “sort-of-diary” compiled by Wofford over the course of his “unusual” lifetime. It is easy reading, filled with quick wit and clever quips. The author dedicates 10 chapters to his hunting and fishing expeditions, appropriately entitled, “Hooks and Bullets.” In one chapter, Wofford explains how he cheats death for the second time during a trout fishing expedition in Canada. From there, he incorporates his experiences as an Olympic-level equestrian coach and national television commentator in a section entitled “Mostly Horses.” He discusses “Horsegate” at the 2004 Olympics in Athens and the drawn-out saga of determining a winner. Wofford even writes in verse about his feeling on nature, pets, and hope in a series of poems that spans three chapters called “Verse.” He explores the Midland-Piedmont Foxhound Trial and references the legend of the “two-brushed fox,” the conscience of the sporting community who must serve as the caretaker of nature.

Take A Good Look Around depicts the life of a truly unique individual – equestrian, outdoorsman, and humanitarian. From the author’s run-in with a wild boar during a hunting expedition in Texas to the disappearance of his beloved Labrador companion, Sage, these stories are must reads for those who crave good-old, rustic Americana at its best.

Take A Good Look Around
Author: James C. Wofford
Published in 2007 by Hamilton Books
(212 pages, ISBN: 0-7618-3657-8).

2017-08-07T11:48:28-05:00March 14th, 2008|Contemporary Sports Issues|Comments Off on Book Review: Take A Good Look Around
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