Making College Football’s Postseason Fair, Legal and Ethical While Preserving its Unique Traditions

Abstract

Controversy continues to surround college football bowl games, especially when official championship events became the norm in professionals sports, college sports, end even college football in the lower division levels. The public demand for a “national championship game” led to the formation what is now called the Bowl Championship Series (BCS). The issue is now more than just of fan popularity, but also legality. There are public officials that believe the fact that undefeated teams from smaller universities continue to be excluded from the BCS title game, makes it a violation of the letter, if not the spirit, of the Sherman Anti-Trust Act and that make advertising the BCS Championship Game as a “National Championship” is actually false advertising. The author, who has an educational background that specializes in college football bowl games, attempts to create a solution that preserves college football’s unique bowl tradition and resolves the legal and ethical issues surrounding the BCS.

The Every Bowl Counts (EBC 1-2-3) Plan

The National Collegiate Athletic Association (NCAA) recognizes an official national champion and national championship event in every sport at every level except football in the Football Bowl Subdivision (FBS) of Division One, which is the association’s marquis product, made up of 120 Division One athletic programs.

Bowl games are a college tradition dating back to 1902, ending college football’s regular season long before the National Football League (NFL) existed. In fact, the NFL played its first 12 seasons before having a championship game.

However, in today’s sport culture, fans expect to recognize a champion. An official national champion is recognized in all other levels of college football and every other NCAA sport.

But what has transpired in major college football is a tradition the brings exposure to various communities around the country, allows 34 teams to finish the season with a victory and allows coaches to take 3-4 extra weeks of practice to develop their younger players.

The fact that there is a national champion, albeit unofficial, is touted by those who defend the status quo. “Every week is a playoff,” University of Georgia Head Football Coach Mark Richt once said. Defenders of the status quo say that college football’s regular season is the most exciting in all of sports.

The popular demand for a national championship game was used as justification for the creation of the Bowl Championship Series (BCS), which would allow the teams ranked No. 1 and No. 2 to play each other in a bowl game at the end of the season. The rankings system was based on a combination of the Associated Press (AP) media poll, the USA Today Coaches Poll and several computer-based ranking systems. Eventually, AP backed out of the process and the Harris Interactive poll was used in its place.

The ranking system and other aspects of the bowl culture have proven, over time, that conferences with larger, wealthier athletic programs and teams with a long tradition of successful football have an advantage in this system. Teams that have finished the season undefeated that are from smaller conferences do not have the option of changing conferences unless allowed by the conferences’ current members. Such a system has brought about questions from public officials as to whether this situation is a violation of the spirit, if not the letter, of the Sherman Anti-Trust Act. Often used in cases involving football, the Sherman Anti-Trust act prohibits illegal monopolies that are used to suppress competition.

Bowl committees in the BCS (Rose, Allstate Sugar, FedEx Orange and Tostitos Fiesta) continue to host the “major” bowl games and make a lion’s share of the bowl money, but they collectively award automatic bowl bids to teams that are in the BCS conferences, which could also be interpreted as an illegal trust.

Three teams finished the regular season undefeated in 2009 without getting to play in the BCS “National Championship” game. Two of those teams were not in the aforementioned “major” conferences. Two other teams from outside the “major” conferences finished the regular season undefeated without playing in the BCS Championship game. The participants in the first 12 BCS championship games were all from the “major” conferences: The Big 12, Big East, Big 10, Atlantic Coast, Pacific 10 and Southeastern.

Also, denying undefeated teams a chance to play in the BCS Championship game has led to some critics saying that to promote the event as a “National Championship Game” is actually false advertising.

Public officials as well as fans have been critical of college football in its current state. But the author believes that to preserve the bowl tradition, the significant regular season and the integrity of the national championship process would require some thinking “outside the box.” College football is a unique sport genre and requires a unique approach to change. The process that the author is suggesting is partially inspired by the Major League Baseball All-Star Game as well as the Davis Cup professional team tennis tournament.

Some have suggested that the bowl games be used as venues for playoff games, but that would significantly decrease attendance as fans would be expected to travel on a week’s notice. The NFL does not even have a neutral-site postseason game until the final game, the Super Bowl. Small college football playoffs are structured the same way. Postseason events in other college sports have more than two university teams participating at each site.

Having a playoff outside the bowls would further decrease the interest in bowl games for the neutral fans. But the author believes there is a way to keep the fan interest in bowl games without making all of them into playoff venues.

Hence, the title of the proposal is called “Every Bowl Counts,” also called the “EBC 1-2-3” program.

I. Playoffs

  1. Schedule
    Upon conclusion of the college football bowl season, there will be a four-team playoff tournament sponsored by the National Collegiate Athletic Association (NCAA) for the Division One Football Bowl Subdivision (FBS). The semifinals of the tournament will be held 7-11 days after the conclusion of the Bowl Championship Series (BCS) bowl games. The game now known as the BCS Championship Game will be discontinued.
  2. Participants
    The participants will be the winners of the four BCS bowl games, which will now be known as Playoff Bowl Games.
  3. Location
    The semifinal games will be played at the home stadiums of the higher-ranked teams in the field. The finals will take place at a neutral site.

II. Qualification

  1. For Playoff Bowl Games
    1. Ranking system — A ranking system will be developed to determine the “At-large” invitees to the Playoff Bowl Games and for seeding of the teams participating in such games. This system will be derived from a formula developed using regression analysis to determine the weight of factors that correlate with success in the previous 10 years of NCAA Division One Football Championship Subdivision (FCS) playoffs and Division Two playoffs. Ten years after the beginning of the EBC 1-2-3 program, the formula will be refigured to where it reflects factors contributing to success in the first 10 years of the Division One FBS playoffs.
    2. Automatic qualification — Certain conferences will be selected as “Automatic Qualifiers” each year. In order to obtain such status, teams from a conference must win three non-BCS bowl games, further known as Non-Playoff Bowls, during the previous season. Champions of these conferences will automatically receive an invitation to participate in Playoff Bowl Games.
    3. The Boise State Rule — Any team that is undefeated and has defeated 11 Division One FBS teams during the regular season (including conference championship games) will receive first priority in filling Playoff Bowl positions after the automatic qualifiers have been determined.
    4. Limitation — No conference will be represented by more than two teams in the Playoff Bowl Games.
    5. The ranking system alluded to in section IIA1 will be used to determine which teams fill the remaining positions in the Playoff Bowl Games after the provisions of sections IIA2 and IIA3 have been met.
  2. For Non-Playoff Bowl Games
    1. First-Tier Bowl Eligible Teams will receive first priority when being invited to Non-Playoff Bowl Games. To be classified as a First-Tier Bowl Eligible Team, a team must defeat six Division One FBS teams in its first 12 games of the regular season and finish either
      1. Among the top five in the standings of a non-divided conference (one that does not have a championship game) or
      2. Among the top three in a division of a divided conference (one that does have a championship game).
    2. Second-Tier Bowl eligible teams are ones that defeat six Division One FBS teams but do not meet the other criteria of First-Tier Bowl Eligible Teams. These teams can be invited to Non-Playoff Bowl Games once the First-Tier Bowl Eligible Teams have accepted their bowl invitations.

III. Matchups

  1. For Playoff Bowl Games
    1. Seeds — The system alluded to in Section IIA1 will be used to seed the playoff teams, first through eighth.
    2. Placement — The top four seeds will be assigned to bowl games according to their geographic location. The teams seeded 5-8 will be assigned according to their ranking (No. 1 vs. No. 8, No. 2 vs. No. 7, No. 3 vs. No. 6 and No. 4 vs. No. 5).
  2. For Semifinals
    The winners of the Playoff Bowl Games will be re-seeded, with the No. 1 team playing host to the No. 4 team and the No. 2 team playing host to the No. 3 team.

IV. First-year exception

During the first year of the EBC 1-2-3 program, the seeding process will be used to determine all eight playoff participants. This will keep from the major bowl games from losing their significant in the final season before the EBC 1-2-3 program would begin.

Commentary

The Boise State rule is designed to assure that undefeated teams have an opportunity to play for a national championship. The fact that only two teams will have to play more than one neutral-site game softens travel concerns that would be an issue in a playoff system that every round in a bowl site.

The EBC aspect, where three non-playoff bowl victories in one season gives a conference an automatic playoff bid the following season, would make the games that are now called non-BCS bowls more meaningful than they are now.

The EBC also keeps the major conferences from being “grandfathered in” to the playoff bowl games like they are now in the Bowl Championship Series games. The Tire I playoff rule keeps the larger conferences from “packing” the non-playoff bowls to improve their playoff chances for the following year. Every deserving team will get a postseason bid.

This system actually enhances the significance of 33 of the existing 34 bowl games. And it still preserves the excitement of the regular season. In the NFL you have 32 teams playing 16 games each to see which 12 go to the playoffs. In the National Basketball Association, you have 30 teams playing 82 games each to see which 16 got to the playoffs. In Major League Baseball, you have 30 teams playing 162 games to see which eight go to the playoffs. But, under this system, you have 120 teams playing 12-13 games each to determine which eight go to the playoffs.

Note: Dr. Kelly E. Flanagan is Director of Development at The United States Sports Academy and a member of the faculty since 2005. A student of the college football postseason process, Dr. Flanagan completed his master’s mentorship with the Jeep Aloha Bowl/O’ahu Bowl Doubleheader in 1999 and the Chick-fil-A Peach Bowl in 2002. He also served on the Atlanta Local Organizing Committee for the 2003 NCAA Women’s Basketball Final Four and wrote a dissertation titled “Factors Affecting Institutional Ticket Sales at College Football’s Non-Bowl Championship Series Postseason Events” when completing his Doctor of Sports Management degree at the Academy.

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2017-11-02T13:56:40-05:00January 8th, 2010|Contemporary Sports Issues, Sports Coaching, Sports Management, Sports Studies and Sports Psychology|Comments Off on Making College Football’s Postseason Fair, Legal and Ethical While Preserving its Unique Traditions

Optimizing Development of the Pectoralis Major

Abstract

Jagessar, M. Optimizing development of the pectoralis major. 2009. This article seeks to determine optimum body/hand position and the best exercises for development of the pectoralis major. Gaps in the field of literature are also addressed. Body/hand position, execution, width of grip, trunk inclination, dumbbells and barbells are all variables that affect the prime movers (pectoralis major, anterior deltoid and triceps brachii) of the bench press. Electromyography is a technique used for recording changes in electrical potential of muscle fibres that are associated with their contractions Payton, C. J., Bartlett, R. M. (Eds.) (2008). Electromyographic (EMG) studies are well known for determining muscle activity. Due to the overwhelming contradictory information and various variations of the bench press, EMG studies have been undertaken. The research has shown that the horizontal barbell bench press done with a grip between 165% to 190% biacromial width produces maximum EMG activity in the pectoralis major. The clavicular (upper) head produces maximum activity in the close grip incline barbell bench press. Dumbbells and barbells can be used interchangeably to overcome training plateaus.
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2016-10-20T14:29:17-05:00January 8th, 2010|Sports Coaching, Sports Exercise Science, Sports Studies and Sports Psychology|Comments Off on Optimizing Development of the Pectoralis Major

Effects of Three Modified Plyometric Depth Jumps and Periodized Weight Training on Lower Extremity Power

Abstract

Plyometric exercises increase muscular power and are most effective when designed to complement the specific movements required of the athletic activity. This study compared the effects of modified depth jump plyometric exercises versus a periodized weight training program on the following functional tests: one-legged vertical jump, two-legged vertical jump, 30-meter sprint, standing broad jump, and 1 RM of the seated single leg press. Sixty-four untrained participants (18-28yr) were randomly assigned to one of the following groups: hip depth jump (n = 12), knee depth jump (n = 13), ankle depth jump (n = 13), weight training (n = 13), or a control (n = 13). Experimental groups trained two days a week for 12 weeks. Statistically significant improvements were observed among the plyometric groups for functional tests of power and the weight training group for functional tests of strength and speed. Results indicate that modified plyometric depth jumps offer a greater degree of specificity related to power training in athletes.

Key Words

Hip depth jump, knee depth jump, ankle depth jump, muscle power, resistance training, plyometrics

Introduction

The term “plyometrics” refers to specific exercises which encompass a rapid stretching of muscle that is undergoing eccentric stress followed by a concentric, rapid contraction of that muscle for the purpose of developing a forceful movement over a short period of time (Chu, 1983). One particular plyometric activity, the depth jump, has been shown to improve power in the vertical jump (Batholemew, 1985; Miller, 1982; Parcells, 1977; Verkhoshanski & Tatyan, 1983). Depth jumps are a type of dynamic exercise where an individual steps off a box 20 to 80 centimeters in height, lands, and performs an explosive vertical jump (Wilson, Murphy, & Giorgi, 1996). The depth jump is thought to enhance vertical jump performance through the quickening of the amortization phase, which is the electromechanical delay from the initiation of eccentric to the initiation of concentric muscle actions of the movement (Steben & Steben, 1981).

Plyometric depth jumps have been modified to generate greater stresses at the joints of the hip, knee, and ankle (Holcomb, Lander, Rutland, & Wilson, 1996a). These variations were identified as the hip depth jump (HDJ), knee depth jump (KDJ), and ankle depth jump (ADJ). Each variation included modifications to the range of motion of the joint being emphasized during the eccentric portion of the depth jump. The HDJ, KDJ, and ADJ are thought to increase the workload, and thus power, at the particular joint for which they are named. The need for such a modification stemmed from biomechanical analysis of both the vertical and depth jumps. In biomechanical analysis of the vertical jump, the hip was found to contribute 23-39% of the total work done during the vertical jump (Bobbert, Huijing, & Van Ingen Schenaue, 1987; Bobbert, MacKay, Schinkelshoek, Huijing, & Van Ingen Schenaue, 1986; Hubley & Wells, 1983; Van Soest, Roebroeck, Bobbert, Huijing, & Van Ingen Schenaue, 1985). However, two analyses of the depth jump revealed the hip contribution to be only 19% and 13% respectively (Bobbert et al., 1986, 1987). Consequently, the traditional plyometric depth jump does not stress the hip joint to the extent that it is used during the vertical jump, the functional task it was originally designed to enhance.

Biomechanical analysis of the modified plyometric depth jumps was also performed to analyze joint contribution through total work done at each joint (Holcomb et al., 1996a). Total work at the hip, knee, and ankle joints was 80%, 5%, and 15%, respectively, during the HDJ. Analysis of the KDJ revealed contributions of 37% at the hip joint, 49% at the knee joint, and 14% at the ankle joint. The joint contributions during the ADJ were reported to be 24%, 20%, and 56% at the hip, knee, and ankle joints, respectively. Therefore, each depth jump primarily stressed the particular joint for which it was named.

The effectiveness of training programs is routinely measured via functional test performance. Functional tests usually contain a series of movements that have high correlations with athletic activity and are used for research, evaluation, and rehabilitation purposes. Biomechanical analyses of functional tests can reveal percent joint contributions to the activity. Table 1 contains the percent joint contributions of modified plyometric depth jumps and selected functional tests for this study. Although specific joint contributions have not been calculated for the 30-meter sprint or seated single leg press, some research has examined the power output of these functional tests. Researchers have identified the hip to be a dominant force producer in sprints of short duration (Mero & Komi, 1990; Mero ,Komi, & Gregor, 1992; Mero & Peltola, 1989). Wilk et al. (1996) examined the electromyographic activity of the quadriceps and hamstring muscles during a two-legged seated leg press and found a high degree of quadriceps activity, suggesting significant power contributions from the knee joint. When compared to the squat, the seated leg press allows for smaller compressive forces to the tibiofemoral joint (Escamilla et al., 1998), making the activity an ideal accommodation for untrained participants.

Table 1
Percent joint power contribution of modified plyometric depth jumps and functional tests

Hip Joint Knee Joint Ankle Joint
Hip depth jump (22) 80 5 15
Knee depth jump (22) 37 49 15
Ankle depth jump (22) 24 20 56
30-m sprint N/A N/A N/A
One-legged VJ (39) 34.4 23.9 41.7
Two-legged VJ (25) 28 49 23
Two-legged VJ (39) 32.9 37.7 29.4
Two-legged VJ (35) 40 24.2 35.8
Two-legged VJ (22) 57 23 20
Standing broad jump (35) 45.9 3.9 50.2
Seated single leg press N/A N/A N/A

Holcomb Lander, Rutland, and Wilson (1996b) continued their research with a progressive resistance eight week training study comparing the modified plyometric depth jumps to other methods that have shown to significantly increase vertical jump height, including conventional plyometric depth jumps (Adams, O’Shea, O’Shea, & Climstein, M, 1992;, Blattner & Noble, 1979; Brown, Mayhew, & Boleach, 1986; Gehri, Ricard, Kleiner, & Kirkendall, 1998; Hewett, Stroupe, Nance, & Noyes, 1996; Huber, 1987; Polhemus & Burkhardt, 1980; Verkhoshanski & Tatyan, 1983; Wilson et al., 1996), countermovement jumps (Clutch, Wilton, McGown, & Bryce, 1983; Gehri et al., 1998), and weight training (Baker, Wilson, & Carlyon, 1994; Blaket, 1985; Ford et al., 1983; Stowers et al., 1983). The researchers chose to combine all three of the modified depth jumps into the training schedule of one group (Mod. Plyo) and compared that group to a traditional depth jump group (Plyo), a countermovement jump group (CMJ), a weight training group (WT), and a control group (CON). The weight training group performed four lower extremity exercises with progressive resistance including standing plantar flexion, knee extension, knee flexion, and leg press, while the control group did not train. The 51 college age male participants in the study trained three times per week for eight weeks. The exercise volume was controlled so that each group performed an identical number of repetitions, whether it involved lifting weights or jumping.

The results showed non-significant improvement for all groups during the static jump. All training groups improved performance in the countermovement jump (CMJ improved 4.0%; WT improved 4.7%; Plyo improved 6.5%; Mod. Plyo improved 4.5%), but the CON group performance decreased 3.2%. The traditional plyometric group differed significantly from the control group (9.7% difference). The lack of significant improvement of the Mod. Plyo group was attributed to a possible negative impact on the learning of the proper technique required for a successful jump due to altered range of motion of the plyometric depth jumps. We suggested that future research incorporate a longer period of training to assure a higher training effect.

Weight training has been shown to enhance power primarily through gains in peak force of the muscle rather than rate of force development (Hakkinen, Allen, & Komi, 1985a). Plyometric training of the lower extremity has been demonstrated to promote power primarily through increased rate of force development rather than increased peak force of the muscle (Bobbert, 1990; Hakkinen, Komi, & Allen, 1985b, Lundin, 1985). A positive relationship has been established between plyometric training and improvement in several functional tests of the lower extremity in addition to the vertical jump (Lyttle, Wilson, & Ostrowski, 1996; Wilson, Newton, Murphy, & Humphries, 1993). However, recent developments in modified plyometric depth jumps show promise of increased specificity for power training of the lower extremity (Holcomb et al., 1996a, 1996b). According to the principle of specificity (Wilmore & Costill, 1994), one should expect that a training program designed to stress the specific physiological systems required for the output activity would result in optimal performance. Holcomb et al. (1996b) grouped all of the modified plyometric depth jumps into one training program, which eliminated the possibility to determine the specific effects of each modified plyometric depth jump. Therefore, the purpose of this research was to assess the effects of three types of plyometric depth jumps and weight training on the (a) one-legged vertical jump with a countermovement, (b) two-legged vertical jump with a countermovement, (c) 30-meter sprint, (d) standing broad jump with a countermovement, and (e) 1 RM of the seated single leg press following a 12-week training program. The separation of the three modified plyometric depth jumps into distinct groups along with the addition of other functional tests for the lower extremity should show the increased training specificity of the modified plyometric depth jumps.

Hypothesis

Based on the biomechanical data concerning joint contributions in Table 1, the researchers formulated the following hypotheses:

  • H1: Participants who trained using the hip depth jump will significantly improve their 30-meter sprint times versus the participants who train using the knee and ankle depth jumps, weight training, and the control group.
  • H2: Participants who trained using the knee depth jump will significantly improve their two-legged vertical jump heights versus the participants who train using the hip and ankle depth jumps, weight training, and the control group.
  • H3: Participants who trained using the ankle depth jump will significantly improve their one-legged vertical jump heights and standing broad jump distances versus the participants who train using the hip and knew depth jumps, weight training, and the control group.
  • H4: Participants who weight trained the lower extremity will significantly improve their 1RM of the seated single leg press versus the participants who train using the hip, knee, and ankle depth jumps, and the control group.

Methods

Participants

Sixty-four recreationally active college-aged individuals volunteered for this study (Table 2). The participants did not perform either plyometric or weight training of their lower extremity for a period of at least six months prior to the study. After approval by the University’s IRB, all participants signed an informed consent.

Table 2
Descriptive group data

HDJa KDJa ADJa WTa CONa
Number 12 13 13 13 13
Sexb M=9; F=3 M=11; F=2 M=8; F=5 M=7; F=6 M=9; F=4
Height (cm) 174.8 ± 8.3 177.0 ± 7.5 176.8 ± 9.7 175.3 ± 11.7 173.6 ± 11.4
Mass (kg) 70.6 ± 13.5 75.8 ± 14.3 72.8 ± 12.4 69.6 ± 15.5 76.4 ± 17.9
Age (yr) 22.3 ± 2.6 20.8 ± 1.6 20.8 ± 1.3 21.0 ± 2.4 22.0 ± 1.7

a) HDJ = hip depth jump, KDJ = knee depth jump, ADJ = ankle depth jump, WT = weight training, CON = control;
b) M = male, F = female

Participants were randomly assigned to one of five groups: hip depth jump, knee depth jump, ankle depth jump, weight training, or a control group that did not train.

Depth Jump Protocol

Three plyometric depth jump groups performed only the specific exercise for which their group was named. The exercises were performed as described by Holcomb et al. (1996b). For the hip depth jump, the subject began to flex the trunk during the fall from the box so that the trunk was flexed to 45° upon landing and continued to flex the trunk until the trunk was parallel to the ground. In the knee depth jump, the subject landed fairly erect, and flexed to beyond 90° at the knee, all while keeping the trunk erect. During the ankle depth jump, the subject remained as erect as possible when landing except for slight flexion at the knee. For all three jump groups, the participants jumped vertically with maximum effort as quickly as possible after landing.

All three depth jump groups performed an identical training protocol that included seven sets of 12 repetitions, which resulted in a total of 2016 repetitions for the 24 training sessions. Each jump set was followed by a period of rest from three to four minutes. Training intensity, defined as initial height of the depth jump, began with a 15.24 cm (six inch) drop height and progressed an additional 15.24 cm every three weeks, ending with a 60.96 cm (24 inch) drop height. The modified plyometric training groups were monitored by a researcher for correct jump form to ensure proper joint stress.

Weight Training Protocol

The weight training group’s exercises included the seated single leg press, standing calf raise, and knee extension and flexion for each leg. The weight training program was designed to first develop muscle strength with progression to workouts that emphasized muscle power. This periodized approach consisted of four phases with each phase lasting three weeks. The first phase involved three sets of ten repetitions of the subject’s ten repetition maximum for each exercise. The second phase included three sets of eight repetitions of the subject’s eight repetition maximum for each exercise. The third phase involved three sets of six repetitions of the subject’s six repetition maximum for each exercise. Finally, the fourth phase included three sets of four repetitions of the subject’s four repetition maximum for each exercise. The subject’s one repetition maximum for each exercise was measured prior to each phase, and a chart that estimates weight for designated multiple repetitions based on the one repetition maximum was used as a guide for training weight selection (Fleck & Kraemer, 1987). The weight training group completed a total of 2016 repetitions at the conclusion of the 24 workout sessions. The weight training protocol was more periodized than that of the modified plyometric depth jump groups because both repetitions and intensity were manipulated for the weight training group, whereas only intensity was manipulated for the modified plyometric depth jump groups.

Testing Protocol

Both the two-legged and one-legged vertical jumps were performed with a countermovement, with the subject’s dominant leg used for one-legged jumping. Testing procedures included having the subject standing flat-footed and erect facing a marked wall while extending the dominant arm. The highest height at which the fingers touched the wall was recorded. The subject then jumped vertically with maximum effort. The Vertec jump training system (Sports Imports, Inc., Columbus, Ohio) was used for data collection, and the best of three trials was recorded. The total vertical jump score was calculated in centimeters as the standing height score from the marked wall subtracted from the jumping height score of the Vertec. The vertical jump results along with the subject’s weight were used as variables in an equation to convert the data into Watts, a true measure of power that allows a fair comparison between participants (Sayers, Harackiewicw, Harman, Frykman, & Rosenstein, 1999). The Sayers formula (Sayers et al., 1999) is as follows: Peak Power (W) = 60.7 × [jump height (cm)] + 45.3 × [body mass (kg)] – 2055.

The standing broad jump was performed by jumping horizontally from a starting line with a countermovement. The participants began in a standing position with both feet firmly positioned on the ground. The participants jumped horizontally with maximum effort landing on both feet, and the distance covered from the heel of the foot closest to the back of the starting line was measured. The best of three trials was recorded in centimeters.

The 30m sprint was performed by running a distance of 30 meters from a stationary position as quickly as possible. The participants began in a crouched sprinter’s position without blocks and were timed using a Solo time 450 electronic timing system with a hand pad (Solo Time, Denver, Colorado). The hand pad was placed on the starting line and was contacted by the subject’s hand after an acceptable starting position was obtained. The use of this device allowed the subject to begin the sprint at his or her own command by releasing the hand from the hand pad with the initiation of the sprint. When pressure to the hand pad was released, the electronic timing device was activated until the subject crossed an electric beam at the finish line. The participants performed three sprint trials and were allowed three minutes rest between each trial. The best of three trials for the time (seconds) it took the subject to travel 30 meters was recorded.

The dominant and non-dominant leg press was performed using a Paramount leg press machine (Paramount Fitness Equipment Co., Los Angeles, California). The participants were placed in a seated position with approximately 90° of knee flexion and instructed to lift the maximum amount of weight possible using only a single leg against the weight plate. The one repetition maximum mass for the dominant and non-dominant legs was recorded in kilograms along with the subject’s seat position data to ensure identical seat position from the pre to post test.

Data Analysis

Paired sample T-tests were used to analyze the difference between pre and post-test scores. A One-Way Analysis of Variance (ANOVA) was performed on the pre-test scores for all groups on all functional tests. Due to significant differences between groups in pre-test dominant leg press scores, Analysis of Co-variance (ANCOVA) was used for subsequent analysis of functional test data. Significant findings from ANCOVA prompted Bonferroni adjusted independent sample T-tests for post hoc analysis. These T-tests compared the group hypothesized to excel in that particular functional test to the other groups. All tests were performed at the 0.05 alpha level of significance.

Results

Percent change from pre- to post-testing for all functional tests are presented in Table 3.

30 Meter Sprint

For the 30m sprint, only the weight training group lowered their times significantly (t = 2.226, df = 1, 12; p = .046) from pre to post-test, but the group’s improvement was not found to be significantly better than any other group (F = 1.181, df = 4, 63; p = .165).

Leg Press

Significant improvements were noted for the HDJ (t = -8.130, df = 1, 11; p < .001), KDJ (t = -8.849, df = 1, 12; p < .001), ADJ (t = -4.054, df = 1, 12; p = .002), and WT (t = -9.142, df = 1, 12; p < .001) groups for the dominant leg press. The WT group recorded the most improvement and was found to be statistically greater than the ADJ (t = 1.917, df = 1, 12; p = .035) and CON (t = 6.073, df = 1, 12; p < .001) groups.

Similar results were obtained for the non-dominant leg press. Significant improvements were gained by the HDJ (t = -6.607, df = 1, 11; p < .001), KDJ (t = -8.973, df = 1, 12; p < .001), ADJ (t = -4.068, df = 1, 12; p = .002), and WT (-8.652, df = 1, 12; p < .001) groups. Even though the WT group improved the most, it was statistically superior to only the CON (t = 3.959, df = 1, 12; p < .001) group.

Standing Broad Jump

Significant improvements for the HDJ (t = -2.687, df = 1, 11; p = .021), KDJ (t = -4.466, df = 1, 12; p < .001), and ADJ (t = -6.287, df = 1, 12; p < .001) groups were observed for the standing broad jump. The ADJ group recorded the greatest improvement but was not found to be statistically greater than any other group (F = 1.386, df = 4, 63; p = .125).

Vertical Jump

For the one-legged vertical jump, significant improvements were recorded for the KDJ (t = -4.335, df = 1, 12; p < .001), ADJ (t = -2.981, df = 1, 12; p = .011), and CON (t = -2.920, df = 1, 12; p = .013) groups. Even though the KDJ group improved the greatest, it was not statistically superior to any other group (F = 1.537, df = 4, 63; p = .102).

In the two-legged vertical jump, the results showed significant improvements for the KDJ (t = -3.721, df = 1, 12; p = .003), ADJ (t = -3.865, df = 1, 12; p = .002), and CON (t = -2.792, df = 1, 12; p = .016) groups. The ADJ group showed the most improvement and was found to be statistically superior only to the WT (t = 2.380, df = 1, 12; p = .014) group.

Discussion

The influence of the principle of specificity of exercise (Wilmore & Costill, 1994) was evident when examining the results of this study. In general, the modified plyometric depth jump groups excelled in functional tests of power, while the periodized WT group performed better in functional tests of speed and strength. However, not all testing outcomes occurred as expected.

The WT group showed the greatest increases in dominant and non-dominant leg press strength. In regards to the principle of specificity of exercise, this outcome was expected since the WT group incorporated dominant and non-dominant leg press exercises in their training protocol. In addition, significant increases in leg strength were also gained by the HDJ, KDJ, and ADJ groups. Previous plyometric training studies (Adams, 1984; 14, 34) have reported gains in leg strength (12.7 to 23.8%), but not to the magnitude shown by the modified plyometric depth jump groups (29.1 to 48.4%) with this study. Chu (NSCA, 1986) describes plyometric depth jumping as an activity that acts to increase the neuromuscular system’s ability to perform concentric contraction more effectively because the forces encountered in plyometric exercises lead to greater synchronous activity of motor units and earlier recruitment of larger motor units via the myotatic reflex. Therefore, the significant increases in leg strength experienced by the modified plyometric depth jump groups may be in response to an enhanced neuromuscular system.

A review of the biomechanical aspects of lower extremity functional tests revealed the contributions of each joint to the performance of a particular functional test. Muscle activation patterns involving EMG analysis of sprint running during its initial phases show maximal power output occurring at the hip joint (Mero & Komi, 1990). Although sprinting primarily measures speed, a short distance was chosen to maximize analysis of acceleration time, thereby increasing the measurement of power. Therefore, those training for power at the hip joint should have a physiological advantage when performing a short sprint. However, only the periodized WT group improved significantly from pre to post-testing. The possible explanations for this finding include the sprinting distance, which may have been too short to emphasize power production, and the use of untrained participants, who may have had low levels of muscle strength before training.

A study concerning the kinetics of broad jumping reported the joint power contributions of the hip, knee, and ankle joints to be 45.9%, 3.9%, and 50.2%, respectively (Robertson & Fleming, 1987). The ADJ group recorded the greatest gains as expected, but the HDJ and KDJ groups also attained significant improvements. Perhaps the general gains in lower extremity power by the modified plyometric depth jump groups enabled significant improvements in broad jumping distances.

Van Soest, Roebroeck, Bobbert, Huijing, and Van Ingen Schenau (1985) reported the joint power contributions of the hip, knee, and ankle joints during the one-legged vertical jump to be 34.4%, 23.9%, and 41.7%, respectively. The greatest gains in the one-legged vertical jump were experienced by the KDJ group, but significant improvements were also recorded for the ADJ and CON groups. The CON group also achieved significance despite showing the lowest percentage of height gain of all groups. The dominance of the KDJ group in this functional test was unexpected due to its reported low involvement in the activity when compared to the other joints of the lower extremity (Van Soest et al., 1985). Perhaps the knee joint is more important to power production during the one-legged vertical jump than previously reported.

Biomechanical analysis of the two-legged vertical jump showed the joint contributions for the hip, knee, and ankle joints to range from 28 to 57%, 23 to 49%, and 20 to 35.8%, respectively (Holcomb et al., 1996a; Hubley & Wells, 1983; Robertson & Fleming, 1987; Van Soest et al., 1985). The ADJ group improved most from pre to post-test, but significant results were also recorded for the KDJ and CON groups. Although the CON group agreed not to undertake any additional training outside of their normal daily activities, perhaps the normal activities of the physical education students selected for the control group influenced their performance on the functional tests. However, this possibility is merely speculation as an exit interview was not conducted due to time constraints.

An equalization of training volume was attempted between groups in this study through equating total training repetitions. Future training studies involving modified plyometric depth jumps should examine variables such as length of training period, participants’ prior training status, and training volume and intensity. Limited research has compared the training stimuli of depth jumping versus weight lifting in regards to the magnitude of stimulus provided by each respective training repetition. Perhaps lifting a particular weight produces a greater stimulus to the muscle than depth jumping from a particular height, or vice versa.

Furthermore, the exercise performed by the WT group emphasized involvement of the entire lower extremity, while the modified plyometric depth jumps primarily stressed one particular joint and muscle group. Perhaps a fairer comparison could be made if the weight training exercises were designed to be joint specific and then compared to the respective modified plyometric depth jump. The inclusion of weight training with the plyometric exercise, which has been reported to produce a synergistic training effect in traditional plyometric activities (Lyttle et al., 1996), could also be examined.

In summary, the effectiveness of four training methods constructed for their potential improvement of strength, speed, and power among untrained participants was examined in this study. Generally, functional tests requiring power were dominated by the modified plyometric training groups while the periodized weight training group prevailed on tests emphasizing strength and speed. The strength and conditioning professional can apply these results to better create training programs for athletes desiring strength, speed, and power of the lower extremity.

About the Authors

Damon P.S. Andrew is the Dean of Health and Human Services at Troy University in Troy, Alabama. John E. Kovaleski and Robert J. Heitman are from the Department of Health, Physical Education and Leisure Studies at the University of South Alabama in Mobile, Alabama. Tracey L. Robinson is from the Department of Human Performance and Physical Education at Adams State College in Alamosa, Colorado.

Corresponding author:

Damon P. S. Andrew, Ph.D.
Dean, College of Health and Human Services
Troy University

153 Collegeview
Troy, AL 36082
Office: 334-670-3712
Fax: 334-670-3743
dandrew@troy.edu

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2013-11-25T19:27:24-06:00January 8th, 2010|Sports Coaching, Sports Exercise Science, Sports Studies and Sports Psychology|Comments Off on Effects of Three Modified Plyometric Depth Jumps and Periodized Weight Training on Lower Extremity Power

The Perceived Role of Senior Women Administrators in NCAA Division I Institutions

Abstract

The Senior Woman Administrator (SWA), originally named the Primary Woman Administrator (PWA), is a role designed to return to women a voice in the operations of intercollegiate athletic departments that was lost as a result of the takeover of the AIAW by the NCAA. The purpose of this study was to examine the role of the SWA as it exists today and as it could become in the future. The Senior Woman Administrator Survey was developed and administered to all NCAA Division I SWAs. Senior Woman Administrators overwhelmingly disagreed with the statement suggesting they have been given responsibilities that are appropriate for their job. Further, in order for SWAs to have authority that is more than advisory in nature, they must have final decision making authority in budget and personnel. Finally, SWAs indicated that their primary functions were advocating for women’s athletics, gender equity, and serving as a role model.

Introduction

Women’s intercollegiate athletics was built on the foundation of physical education programs for female students. Athletics for women was governed and administered by female physical education teachers and coaches. In the beginning, women’s athletics programs were operated with an educational philosophy emphasizing participation over competition. Demand began to rise for more competitive women’s athletics and a governing agency to ensure appropriate administration. This demand resulted in the creation of the Association for Intercollegiate Athletics for Women (AIAW). The AIAW began forming in the late 1960s, became fully functional in 1971, and was in control of women’s athletics by the summer of 1972 (Hult, 1994; Hult in Hult & Trekell, 1991).

The educational focus of the AIAW is well documented. The Association’s leadership was intent on maintaining a “student-centered, education-oriented model” (Hult in Hult & Trekell, 1991). The first significant attack on this unique model of intercollegiate athletics came with the Kellmeyer case in 1973. This class action lawsuit was filed by a group of tennis players and their coaches challenging the AIAW’s ban on offering athletic scholarships. The leadership within the AIAW reluctantly admitted defeat and permitted member institutions to provide athletic scholarships to female student-athletes. The Kellmeyer case is recognized as one of the Association’s first steps in moving away from its original focus on education and moving toward the more commercialized model of intercollegiate athletics used by the National Collegiate Athletic Association (NCAA) (Hult in Hult & Trekell, 1991; Wu, 1999, 2000).

Title IX of the Education Amendments, which passed in 1972 and banned discrimination at educational institutions that received federal funds, led to reforms that made athletic opportunities for male and female students more equitable. This new legislation brought explosive growth in participation by female athletes (Hult, 1994). Title IX introduced a new standard in that opportunities for female athletes were now being compared to opportunities for male athletes in terms of the quantity and quality of the opportunities. Women sought equitable participation opportunities as well as equitable support in scholarships, benefits, and services. As opportunities within women’s sports continued to increase, the governing body for men’s athletics, the NCAA, saw both an opportunity and a threat. An opportunity in that the NCAA anticipated that, with the implementation of Title IX, women’s athletics was going to be significantly funded, and thus, discussion began within the NCAA to include women within the organization (Hult in Hult & Trekell, 2001). A threat in that the NCAA was concerned that the resources needed to support women’s programs would be redirected from the men’s programs. In an attempt to manage both situations, the NCAA made plans to offer championships for women and to eventually take over the AIAW. In 1981, women’s basketball championships were offered for women by the AIAW, the NAIA, and the NCAA (Trekell & Hult, 1991). The NCAA takeover of the AIAW in 1982 eventually resulted in the consolidation of men’s and women’s intercollegiate athletic programs, which left many female administrators and coaches of women’s programs without jobs or in secondary positions (Hult, 1994). The most devastating aspect of the demise of the AIAW was that within the AIAW, women controlled 90 percent of the programs. Within the NCAA membership, women were part of an organization where 95 percent of the voting representatives were male and knew little if anything about the philosophies of the AIAW (Grant, 1989). According to Uhlir (1987) “by 1979-1980, over 80 percent of all collegiate athletic administrations were merged, and 90 percent of the merged administrations had men at the helm. Frequently, the woman displaced was more qualified—with more experience, a higher degree, academic rank, and tenure.” With the loss of jobs or the relegation to secondary positions, women lost decision-making opportunities at the campus level as well as representation at national conventions, and these opportunities have never been recovered (Acosta & Carpenter, 2002).

The role of Senior Woman Administrator (SWA), initially called the Primary Woman Administrator (PWA), was designed to return to women the administrative opportunities they had lost and to ensure that women had a voice in the administration of intercollegiate athletic programs (Hult, 1994; National Collegiate Athletic Association, 2002). Today, considerable effort is still aimed at understanding the role of SWA for those who are already in, or who aspire to fill, senior administrative roles in athletic programs because of the changes that have occurred since the AIAW-NCAA consolidation in 1982 (Copeland, 2005; Hosick, 2005). In order for SWAs to be effective administrators, their role must be clearly understood, and they must have adequate levels of influence on administrative strategies and courses of action within athletic departments not just on issues related to gender equity and women’s sports (Gill-Fisher, 1998; National Collegiate Athletic Association, 1994; Watson, 1994). When an SWA is excluded from discussions beyond gender equity, compliance, or academic advising, the role of the SWA is limited and the entire athletics department is deprived of the insight this person can provide to enhance the experiences of all.

Until the role of the SWA is clearly understood, both the SWA and her constituents will continue to be frustrated with the results of her leadership. Unless action is taken to remedy less than desirable situations, the results will have little impact (Watson, 1994). It is hoped that athletic administrators will utilize this study in examining the role of the SWA on their campuses and assist this person in contributing more fully to the overall administration of the athletic program, thus making the SWA a viable and integral member of the athletic department and campus leadership.

The purpose of this study is to examine the role of the Senior Woman Administrator as it currently exists and as it could become in the future in order to make recommendations for a more clearly understood and utilized role. In order to accomplish this, answers to the following research questions were sought: (1) Do SWAs perceive that they are being given appropriate responsibilities for their role? (2) Do SWAs perceive that they have decision-making power in budgeting? and (3) What is the SWA’s role in the advancement of women in athletics?

Method

Participants and Procedure

All NCAA Division I Senior Woman Administrators (SWA) were surveyed. Each member institution within the NCAA Division I is required to list a Senior Woman Administrator on the NCAA Institutional Representatives Form that is completed annually by the athletic department (D. Oberhelman, personal communication, July 2002). In addition to the SWA, each institution’s CEO (Chief Executive Officer), AD (Athletics Director), FAR (Faculty Athletic Representative), and Compliance Coordinator is listed on this form (D. Oberhelman, personal communication, July 2002). SWA addresses were obtained from The National Directory of College Athletics, an official publication of the National Association of Collegiate Directors of Athletics (National Association of Collegiate Directors of Athletics, 2002). Envelopes were addressed generically to the Senior Woman Administrator. Each NCAA Division I institution should have identified an SWA on their NCAA Institutional Representatives Form and, therefore, has already designated someone to receive mail addressed in this manner (D. Oberhelman, personal communication, July 2002). Survey packets were sent to all SWAs in NCAA Division I and included a letter of introduction, the coded Senior Woman Administrator Survey, and a postage-paid, return envelope. Surveys were coded only for the purpose of tracking responses to prevent reminder postcards from being sent to those who had already returned surveys. For those who had not returned surveys, a follow-up postcard was sent 18 days after the survey packets were sent.

Materials

The data collection instrument used in this study was the “Senior Woman Administrator Survey” developed through literature review, a related survey conducted by the NCAA, and interview responses gathered from three SWAs in NCAA Division I institutions in the southeast. In 1994, the NCAA’s Committee on Women’s Athletics used a similar survey. Selected items from the NCAA Survey were used with permission. The Senior Woman Administrator Survey included items designed to assess the perceptions of the SWA and her role in the athletic department.

In developing the Senior Woman Administrator Survey, interview responses were gathered from three SWAs at NCAA Division I institutions. Interview items were divided into the following sections: Demographics, Perceived Leadership Style, Relationships within Athletic Department, and Conclusion. The interview questions were open-ended in nature and the approved protocol allowed for probing questions as appropriate. Interview responses were transcribed. Responses found to be consistent among subjects or very unique in nature were then used to formulate survey items.

The Senior Woman Administrator Survey consists of three parts: Part I: Demographic Profile, Part II: Position/Institutional Profile, and Part III: SWA Perceptions. Part I: Demographic Profile included questions regarding sex, race, education level, and professional experience. Part II: Position/Institutional Profile included questions designed to describe the SWA’s role at the institution as well as provide information about the institution. Part III: SWA Perceptions was designed to assess the SWA’s perceptions of her role within the athletic department including the areas of appropriate responsibilities, authority, decision-making, leadership, value to the athletic department, and job satisfaction.

Face validity of the instrument was evaluated by a panel of experts consisting of one NCAA Division I SWA, one NCAA Division I Compliance Coordinator, and one Associate Professor of Coaching and Sport Administration. After the face validity test, minor adjustments were made to the survey. Internal consistency was determined by administering the survey to 28 NCAA Division II SWAs in the southeast. Chronbach’s alpha was used to assess internal consistency and eliminate any items with low item-total correlation. Using Chronbach’s alpha, the internal consistency was determined to be .96. No items were eliminated from the survey.

Following the initial mailing to all NCAA Division I institutions and an 18 day follow-up postcard, 150 (46%) usable surveys were returned. An analysis of the data was conducted as follows: (a) Demographic Profile Information responses and Position/Institutional Profile responses were analyzed through the use of descriptive statistics with frequencies and percentages of responses tabulated for each item and each alternative within each item, (b) Senior Woman Administrator Perception responses were analyzed through the use of inferential statistics with frequencies and percentages for responses in each category being compared to determine if observed differences were statistically significant at the p < .05 level, and (c) Responses regarding the perceived role of the SWA within the athletic department including the areas of appropriate responsibilities, authority, decision-making, leadership, value to the athletic department and job satisfaction were analyzed through the use of descriptive statistics with frequencies and percentages of responses tabulated for each item and each alternative within each item. Responses were indicated on a Likert-type scale with the following scores: 1: Strongly Disagree, 2: Disagree, 3: Somewhat Disagree, 4: Somewhat Agree, 5: Agree, and 6: Strongly Agree.

Results and Discussion

Appropriate Responsibilities

In response to the statement, “I have been given responsibilities that are not appropriate for my job,” 73.9% disagreed at some level with this statement. Table 1 shows the responses to this item.
SWAs overwhelmingly disagreed with the statement suggesting that they have been given responsibilities that are appropriate for their role. In the development of the Senior Woman Administrator Survey, interviews were conducted to assist in survey construction. One interviewee suggested that “whenever it was time to plan a party, I was asked to plan it.” Overall, the responses to this item indicate that progress has been made in accepting the SWA into the fraternity of athletic administration. It is also important to note that responses were received primarily from SWAs at Football Bowl Subdivision (formerly Division IA) institutions. These are the premiere institutions in the country, and they may have been the most diligent in developing the role of the SWA at their institutions.

Budget Decisions

In response to the statement, “I have final decision-making authority on budgetary decisions,” 61.0% of SWAs disagreed at some level with this statement. Table 2 shows the responses to this item.

In order for the SWA to have authority that is more than advisory in nature, she must have final, decision-making authority in the area of budgetary decisions. This finding is consistent with Claussen and Lehr (2002) who determined that, “SWAs possess only advisory authority for most functions analyzed.” For example, if the coach of a sport reports to the SWA and the SWA has denied a request for money to be allocated in a particular way, the coach should not be able to approach another athletic administrator and be granted his or her request. Furthermore, the SWA should have access to the paperwork that is submitted confirming that the money requested was spent as permission was given. For example, if a coach is told that he or she is not permitted to take the team to a movie on a road trip, the SWA should have access to the voucher submitted by the coach upon their return to confirm that the coach did not take the team to a movie. Unless the SWA is given the authority to grant and deny permission for spending coupled with the access to accountability methods, greater opportunity exists for her authority to be subverted.

Advancement of Women in Athletics

SWAs indicated that, for the most part, their primary functions should include functioning as an advocate for women’s athletics (n=128), gender equity (n=116), and serving as a role model (n=109), Table 3.

It is interesting to note that these primary functions do not necessarily cross over into the overall administrative strategies of athletic departments. Not minimizing the importance of the advocacy functions indicated, but it is the crossover into the overall scheme that women are looking for in the position of the SWA, “a female voice at the table, many times the only female voice,…providing a diverse, different view—a different perspective” (Stallman cited in Copeland, 2005). Claussen and Lehr (2002) found that SWAs had little decision making authority in marketing, development, promotions, and sponsorships, thus, limiting the scope of their involvement. As reported by McKindra (2009), a recent study conducted by the NCAA indicates an 8.2 percent increase the number of women serving in administrative positions. The increases have come in the positions of business manager, graduate assistant, academic advisor, and administrative assistant (McKindra, 2009). While the recent increases in women administrators seems to provide cause for celebration, a close look at these positions reveals advances in positions that do not cross over into the overall administration of the athletic department. Further, serving as an advocate for women is not enough, and when an SWA’s role is limited to advocacy then that individual’s impact on the overall administration of athletics programs is reduced (Copeland, 2005). If SWAs see their role as primarily dealing with women and their issues, then it will be difficult to persuade others that they need access to the other operations of the athletic department (Gill-Fisher, 1998).

Conclusions

The position of Senior Woman Administrator (SWA) was designed to include women in the administration of intercollegiate athletics, an opportunity that was lost for many as a result of the AIAW-NCAA consolidation (Hult, 1994; National Collegiate Athletic Association, 2002a). Overall, SWAs seem to be satisfied with the contributions they are making to their respective athletic departments, yet there still exists today some ambiguity regarding the role and function of SWAs. Those who are already in, or who aspire to fill, senior administrative roles in athletic programs may have a clear understanding of the role and function of the SWA as it is intended, but those working with the SWA, including coaches, athletic administrators, and university administrators are often unclear as to the role and function of the SWA.

In order for SWAs to be effective administrators, their role must be clearly understood. In addition, they must have adequate levels of influence on administrative strategies and courses of action within athletic departments, not just on issues related to women’s athletics (Gill-Fisher, 1998; National Collegiate Athletic Association, 1994; Watson, 1994). When SWAs are given authority in particular areas, i.e., budget issues, they need to be given access to the tools for accountability. Further study should examine whether or not the experience gained while serving in the role of SWA is adequate to advance the careers of these athletic administrators into positions of higher rank or authority or if the persons who fill the role of SWA are seen only as advocates for women’s athletics.

In order to gain a more accurate picture of the role of the SWA as it exists and as it could become at NCAA Division I institutions, continued research needs to be conducted on the perceptions of the SWA by members of the athletic department and other campus administrators regarding the role of the SWA on their campuses. Further, the women who fill the role of SWA need to consistently seek opportunities for involvement in all facets of the athletic department, not just issues related to female student-athletes, and in other aspects of campus leadership. As the NCAA and the member institutions seek to more clearly understand and utilize the role of the SWA at all divisions, those institutions which have effectively integrated the role of the SWA into the campus leadership should make recommendations for best practices in these areas.

Tables

Table 1

SWA Perceptions of Responsibilities Given Not Appropriate for Their Job

Responses                               Frequency                   Percent                        Cumulative Percent

Strongly Disagree                   37                                25.3                   25.3
Disagree                                  51                                34.9                   60.2
Somewhat Disagree                20                                13.7                   73.9
Somewhat Agree                    20                                13.7                   87.6
Agree                                        9                                  6.2                   93.8
Strongly Agree                          5                                  3.5                   97.3

No Response                             4                                  2.7                 100.0

 

Table 2

SWA Perceptions of Decision-Making Power in Budgeting                                                   

Responses                               Frequency                   Percentage       Cumulative Percent

Strongly Disagree                   26                                17.8                 17.8    
Disagree                                  42                                28.8                 46.6
Somewhat Disagree                21                                14.4                 61.0    
Somewhat Agree                    27                                18.5                 79.5
Agree                                      24                                16.4                 95.9
Strongly Agree                          4                                  2.7                 98.6

No Response                             2                                  1.4                 100.0

 

 

Table 3
 In your opinion, what should be the primary functions of the SWA?

Functions                                            Count                          Percent             

Functioning as an advocate for
women’s athletics                               128                              88.3
Gender Equity                                    116                              80.0
Serving as a Role Model                     109                              75.2
Mentoring                                             85                              58.6
Strategic Planning                                 72                              49.2
Personnel Evaluation and
Recruitment                                          69                              47.6
Budget                                                              58                              40.0
Marketing of women’s athletics           48                              33.1    
Fundraising for women’s athletics        36                              24.8
Other                                                     30                              20.7
Facilities Development                         24                              16.6
SAAC Supervision                               21                              14.5
Compliance Issues                                13                                9.0
Game Management                               11                                7.6
Sport Supervision                                    5                                3.4
Academic Advising                                4                                2.8

(Respondent was asked to check all that apply.)

References

Acosta, R.V. & Carpenter, L.J. (2002). Women in intercollegiate sport: a longitudinal study—twenty five year update 1977-2002.

Claussen, C.L. & Lehr, C. (2002). Decision making authority of Senior Woman Administrators, International Journal of Sport Management, 3(3), 215-228.

Copeland, J. (2005, August 15). Association takes steps to improve understanding of ‘SWA’. NCAA News, 42(17), A3-A4, Retrieved May 10, 2009, from http://www.ncaa.org/wps/ncaa?key=/ncaa/ncaa/ncaa+news/ncaa+news+online/2005/association-wide/association+takes+steps+to+improve+understanding+of+_swa_+-+8-15-05+ncaa+news

Gill-Fisher, P. (1998). SWA position needs planning and support. The NCAA News. Indianapolis, IN. Retrieved from http://www.ncaa.org/news/1998/19980316/comment.html#1
Grant, C.H.B. (1989). Recapturing the vision. Journal of Physical Education, Recreation and Dance, 60(3), 44-48.

Hosick, M. B. (2005, August 15). SWAs perceive a lack of involvement in finance, personnel. NCAA News, 42(17), A3-A3, Retrieved May 10, 2009, from http://www.ncaa.org/wps/ncaa?key=/ncaa/ncaa/ncaa+news/ncaa+news+online/2005/association-wide/swas+perceive+lack+of+involvement+in+finance%2C+personnel+-+8-15-05+ncaa+news

Hult, J.S. (1991). The saga of competition: Basketball battles and governance war. J.S. Hult & M.

Trekell (Eds.). A Century of Women’s Basketball: From frailty to Final Four (pp. 223-248). Reston, VA: National Association for Girls and Women in Sport.

Hult, J.S. (1991). The legacy of AIAW. J.S. Hult & M. Trekell (Eds.). A Century of Women’s Basketball: From frailty to Final Four (pp. 281-307). Reston, VA: National Association for Girls and Women in Sport.

Hult, J.S. & Trekell, M. (1991). A century of women’s basketball: from frailty to Final Four. Reston, VA: National Association for Girls and Women in Sport.

Hult J.S., (1994). The story of women’s athletics: manipulating a dream 1890-1985. D.M. Costa & S.R. Guthrie (Eds.), Women and sport: interdisciplinary perspectives (pp. 83-106). Champaign, IL: Human Kinetics.

McKindra, L. (2009, July 9). Study shows slight gains for women administrators, NCAA News, Retrieved July 9, 2009, from http://www.ncaa.org/wps/ncaa?key=/ncaa/ncaa/ncaa+news/ncaa+news+online/2009/association-wide/study+shows+slight+gains+for+women+administrators_07_09_09_ncaa_news

National Association of College Directors of Athletics (2002). The 2002-2003 National Directory of College Athletics. Cleveland, OH: Author.

National Collegiate Athletic Association. (1994). Summary of the survey to review the roles of senior woman administrators at NCAA member Institutions. Kansas City, KS: Author.

National Collegiate Athletic Association. (2002). Senior Woman Administrator [Brochure]. Indianapolis, IN: Author.

Uhlir, G.A. (1987). Athletics and the university: the post-woman’s era. Academe, 73 (4), 25-29.

Watson, V. (1994). Survey: confusion surrounds SWA role. The NCAA News, 31(36), 1, 14, 16.

Wu, Y. (1999). Kellmeyer: The lawsuit that ruined women’s control of intercollegiate athletics for women? Proceedings of the North American Society for Sport History. Retrieved from www.la84foundation.org/SportsLibrary/NASSH_Proceedings/NP1999/NP1999zl.pdf

Wu, Y. (2000). From educational model to commercial enterprise: The philosophical change of U.S. women’s intercollegiate athletics in the Title IX era. Proceedings for the North American Society for Sport History. Retrieved from www.la84foundation.org/SportsLibrary/NASSH_Proceedings/NP2000/NP2000zzzw.pdf

2016-10-20T14:25:43-05:00October 5th, 2009|Contemporary Sports Issues, Sports Coaching, Sports Management, Sports Studies and Sports Psychology, Women and Sports|Comments Off on The Perceived Role of Senior Women Administrators in NCAA Division I Institutions

A Study of the Participative Motivation, Satisfaction and Loyalty of the Members at the Taekwondo Training Hall in Taipei County

Abstract

The purpose of this study was to explore the differences among the taekwondo training hall members’ demographic variables as they related to participative motivation, satisfaction, and loyalty. A secondary aim is to verify the cause and effect relationship of participative motivation, satisfaction, and loyalty. For this study, a total of 358 members were selected from 15 taekwondo training halls in Taipei County. The instruments utilized in this research include a participative motivation scale, a satisfaction scale, and a loyalty scale. The data were statistically analyzed utilizing descriptive statistics (including a frequency distribution percentage, the mean and the standard deviation), a t-test, a one-way ANOVA, the scheffe method and structural equation modeling. The results were as follows: (a) As it related to the demographics of the members at the taekwondo training halls in Taipei county, the descriptive statistics indicated that a majority of the members were males between 9-12 years old; their total family income was around NT 40,001~NT 60,000; and a majority of the members had practiced taekwondo for less than one year. (b) The results of the analysis of the member’s demographic variables showed that a member’s gender, age, and time spent learning taekwondo indicated statistically significant differences on his or her participative motivation and satisfaction. A member’s gender, age, family income, and time spent learning taekwondo also indicated statistically significant differences on his or her loyalty. (c) According to the analysis conducted by the structural equation modeling, participative motivation had a positive influence on satisfaction and loyalty, and satisfaction had a positive influence on loyalty. Based on these findings, the researchers have provided some suggestions for taekwondo training halls.
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2016-10-20T14:11:38-05:00October 5th, 2009|Sports Coaching, Sports Facilities, Sports Management, Sports Studies and Sports Psychology|Comments Off on A Study of the Participative Motivation, Satisfaction and Loyalty of the Members at the Taekwondo Training Hall in Taipei County
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