ISSN: 1543-9518|Vol. 24

Big League Deals: A Descriptive Study of Sponsorship Levels in Grassroots U.S. Baseball and Softball Programs

Submitted by: Scott Obsniuk and Scott J. Smith – Central Michigan University

Abstract

Sport sponsorship lets businesses break through cluttered marketplaces, deliver messages effectively, and segment by demographics. Sponsorship also helps grassroots sports organizations enhance services as they strengthen bottom lines. Despite a decade’s marked growth in grassroots sport sponsorship, little data exists detailing it. Statistics describing sponsorship in grassroots baseball and softball offer a benchmark for organizations seeking new ventures or developing established sponsorships. Furthermore, understanding why some organizations rely on sponsorships and others do not can help managers choose wisely for their own programs. A convenience sample was surveyed; results showed sponsorships were used by 86.36% of respondents from organizations operating for 20 years and by 76.70% of all respondents. Another finding was that players’ costs were not lowered by sponsorships.

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2016-10-20T11:27:17-05:00October 7th, 2008|Contemporary Sports Issues, Sports Facilities, Sports Management|Comments Off on Big League Deals: A Descriptive Study of Sponsorship Levels in Grassroots U.S. Baseball and Softball Programs
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Trends in Collegiate Recreational Sports Facilities

Submitted by: Craig T. Bogar – United States Sports Academy

Abstract

This paper discusses trends in the construction and design of recreational sports facilities. Beginning in 1928, the Intramural Sports Building on the campus of the University of Michigan set the stage as a facility that was dedicated solely to recreational sports. While the number of gymnasia and physical education facilities grew following World War II and into the 1960s, social and cultural influences in the 1970s significantly shaped the landscape for recreational sports on college campuses. In the past 25 years, innovation and demand have driven the size and character of these facilities. Many new and renovated facilities have integrated important campus functions such as academics, health, wellness, and sport. These recreational sports facilities also contain unique features such as climbing walls, rooftop playing fields, food service, counseling centers, convenience stores, and campus police stations.

Trends in Collegiate Recreational Sports Facilities

Ever since Amherst College defeated Williams College in the first intercollegiate baseball game, in 1859, sports facilities on college campuses have been an integral part of the campus landscape (Greenberg, 2004). Ten years later, in 1869, the first intercollegiate football game was played between Rutgers and Princeton universities, on the Rutgers campus in New Brunswick, New Jersey (U. S. Census Bureau, 2006); 22 years later, in 1891, Dr. James Naismith invented the game of basketball, at the YMCA Training School (now Springfield College) in Springfield, Massachusetts (Cohn, 1991).

The earliest example of a facility dedicated to recreational sports is the construction of the Intramural Sports Building on the campus of the University of Michigan. The facility was completed in 1928 at a cost of $743,000, the brainchild of Elmer Mitchell, the “father of intramurals.” The original facility contained 13 squash courts and 14 handball courts. Arguably, Mitchell set the tone for the first trend in recreational sports facilities with such features as a moveable wall separating the swimming pool from the gymnastics area. It was Mitchell’s dream that the facility be one “where a thousand students can enter daily to congregate, and to mix their exercise with sociability” (Stevenson, Reznick, & Pitcher, 1978). Little did Mitchell know that his dream would come true, not only on the Michigan campus but on almost every other campus in the United States.

While the number of gymnasia and physical education facilities continued to grow following World War II and into the 1960s, social and cultural influences in the 1970s significantly impacted the landscape for recreational sports on college campuses. With the advent of Title IX of the Education Amendments of 1972, commonly referred to as Title IX, many more women were participating in college recreation and using recreational sports facilities. On many college campuses, furthermore, physical education was no longer a required part of the curriculum. As a result, many physical education facilities were being used for recreation and intramural sports. As the demand grew for recreation, the trend on college campuses was to build centers that were primarily designated for recreation, with little space being given to intercollegiate athletics. The model for operation was similar to that of a business model, where full-time staff trained in recreation management were hired to direct facilities. Under this new model, memberships were sold not only to faculty and staff, but also to the outside community, according to the director of one university recreational sports division (W. Canning, personal communication, March 4, 2008).

Today, growth of recreational sports facilities continues. The average project expenditure to build such a facility is currently $19.4 million, an increase of $5.2 million from 2004. During the next 5 years, it is estimated that 400 indoor and over 300 outdoor recreational facilities will be built or renovated, representing an estimated $4.9 billion investment (Goldman, 2007a). Over the past decade, colleges across the country have spent billions of dollars constructing recreation facilities to maintain their competitiveness in the higher education marketplace. In fact, the 2002 Kerr Downs Research Report found that institutions that were members of the National Intramural-Recreational Sports Association (NIRSA) had invested $11.69 billion from 1995 to 2000 and $7.12 billion since 2000 in new and renovated recreation facilities. This represents 91 million sq ft of indoor space (Turman et al., 2005).

Trend: Renovation of Older Facilities

The 1928 University of Michigan Intramural Sports Building has undergone a significant renovation, as have a number of older facilities on established campuses. In the original facility on the Michigan campus, there were two floors of lockers, each having 1,500 lockers. These days most of the school’s recreation participants change clothes in their residence halls and don’t use locker rooms: In recent times, the highest number of lockers actually rented was 300 men’s and 150 women’s (most locker usage was by runners). The University of Michigan decided to renovate both locker rooms and keep only 400 lockers for men and 200 lockers for women. Today the former locker area is a two-story fitness facility (W. Canning, personal communication, March 4, 2008).

The University of Pennsylvania encountered a dilemma when the institution decided to add new recreational facilities. It had to decide whether to renovate Gimble Gym (built in 1962 and containing three basketball courts, a weight room, a swimming pool, and locker rooms) or to demolish it and start over. The former option was chosen and the result was a $21 million, 102,000 sq ft project known as the David Pottruck Health and Fitness Center. The net result was 67,000 sq ft of new recreation and fitness space as well as a juice bar. An urban location prompted designers of the center to maximize vertical space, employing five levels. The facility’s exterior utilizes German-manufactured terra-cotta, a first in the United States, which has resulted in better insulation and lower maintenance costs (Suttell, 2003).

Recreation Hall at Pennsylvania State University served for decades as the home of many indoor varsity sports programs. Penn State was awarded the grand prize in the 2007 Education Design Showcase Awards for a renovation that transformed the hall into the Recreation Hall Wrestling and Student Fitness Center. The new facility covers 48,000 sq ft and was constructed at a cost of $17 million. It has been cited for its club-like atmosphere and at the same time is a high-caliber competitive wrestling facility (“2007 Education Design Showcase,” 2007, p. E1–E3).

Renovating sports facilities can be a political challenge. When Harvard University proposed renovating Hemenway Gymnasium into a state-of the-art fitness facility, the institution encountered unexpected opposition from the Cambridge Historical Commission. During the design phase the architect, Sasaki and Associates, rendered over 20 renovation schemes and there were four visits by the historical commission before approval was received. The major point of contention was the building’s windows. Sasaki was required to add three windows to the gymnasium’s facade but only after supplying details such as the number of glass panes per window and the size of the window’s mullions (Cohen, 2007a).

Similarly, the University of Texas planned to renovate Gregory Gym, a 1930s-era facility. The plan was to create an interior “street” between the original facility and an addition built in the 1960s. The project was eventually approved, but not until the Texas Historical Commission’s wish for larger entry areas and the replication of the original steel-casement crank windows was granted (Cohen, 2007a).

Trend: Innovations

It appears that eating establishments such as juice bars and cafés within collegiate recreational facilities are a trend that has emerged in recent years. A 1,700-sq-ft bistro and juice bar was incorporated in a $54 million recreation center opened in 2006 on the campus of the University of Nevada at Las Vegas (UNLV). Other features are a spa, two swimming pools, and a 5,000-sq-ft fitness area. The total square footage of the facility is 184,000 (Illia, 2006). Rider University, located in New Jersey, opened its Student Recreation Center in 2005. Similar to UNLV’s facility, the Student Recreation Center building includes a café, and it also features a formal lobby with seating and a flat-screen television wall. There are in addition a fitness center, an elevated running track, a game room, and three multiuse courts. The new facility, which is connected to an older alumni gymnasium, was constructed in two phases and provides 63,000 sq ft of new and updated space. The Student Recreation Center was named a Project of Distinction in the 2007 Education Showcase Awards and cost $10.8 million to build (“2007 Education Design Showcase,” 2007, p. E20).

Another new collegiate recreation facility that includes food service is Fairmont State University’s Student Activities Center. Located in West Virginia, this 145,000-sq-ft facility opened in December 2004 at a cost of $22 million. Food service comprises a student dining hall with a market-style food court that accommodates 600 students. In addition to serving as a recreation center, the facility is the institution’s student union. Included are a conference center, computer labs and classrooms, a convenience store, a photocopy and mail center, the campus bookstore, a student lounge, a coffee shop, and the campus police department. The Student Activities Center is attached to the university’s renovated main arena, which now houses the department of student life (“Architectural Showcase,” 2007, p. 96).

At the University of Connecticut, undergraduate enrollment has soared from 11,365 in 1995 to 16,347 today, consigning students in search of recreation to an overcrowded gymnasium built in 1951. Yet it appears that anticipated new recreational facilities for students are falling victim to other campus needs. For instance, while the $2.3 billion UConn 2000 construction program set aside $31 million for “intramural, recreational and intercollegiate facilities” (Goldman, 2007b, p. 18), the university spent that money toward the $48 million Burton Family Football Complex and the Shenkman Training Center. The university’s president said that, while he supported the proposed recreational facility, his priorities were academics and the hiring of nearly 200 more faculty members. If and when the recreation facility is built, plans call for it to include not only basketball courts and cardiovascular training facilities but a juice bar, bowling alley, and aquatic center with a kayak wave pool and water slides (Goldman, 2007).

Trend: Climbing Walls

Climbing walls are a popular trend in recreational sport facilities today. Increasingly at universities there are climbing clubs, competitive intercollegiate climbing leagues, and elective classes that incorporate the sport of rock climbing (“Universities: The Changing Look,” 2008). At the University of California, Santa Barbara (UCSB) last year a $12 million, 52,280-sq-ft facility was opened, built with funds from student fees. In addition to the unique offering of a pottery studio, the UCSB facility includes a 15-ft climbing wall (Cohen, 2007b, p. 61). In Michigan, Alma College’s Stone Recreation Center has a 30-ft tall, 600-sq-ft climbing wall where, for an annual fee of $10, students and members of the facility may train and, once certified, may climb whenever the wall is open. The wall features 10 belay stations and lead climbing routes. The Alma College Climbing Club conducts children’s climbing classes as a way to raise money for the club (“Climbing Wall and Club,” n.d.). In 2006 Hamilton College, in New York, opened its climbing wall at the Charlene and Wayland Blood Fitness Center. Hamilton’s wall is 3,000 sq ft and offers top rope and lead climbing, as well as a bouldering area. The wall is open to students and community members; children 8 and older are allowed to climb (“Climbing Wall,” n.d.).

Oberlin College in Ohio dedicated a climbing wall and bouldering cave in 2003, housed in Phillips Physical Education Center. The wall—a pillar with four sides—is 25 ft tall and has seven anchors for top roping. On the steepest side are quick-draws for two or more lead climbing routes. The wall is described as having “over 1,000 holds of all shapes and sizes” with routes “set often to challenge both rookies and experienced climbers alike” (“Climbing Wall,” n.d., ¶4). Oberlin College students are not charged to use the wall; other climbers pay $10 per year, the funds used to purchase replacement ropes, climbing shoes, harnesses, holds, and other gear (“Climbing Wall,” n.d., ¶8).

The $25.5 million RecPlex at the University of Dayton was named a Project of Distinction in the 2007 Educational Showcase Awards (“2007 Education Design Showcase,” 2007, p. E25). The facility includes 130,000 sq ft and is being paid for through a student fee, approved in a fee referendum. The RecPlex replaced a 30-year-old recreational facility that comprised only 5,000 sq ft. It contains a suspended running track, climbing wall, lounge and juice bar, classrooms, and outdoor sand-volleyball area (“2007 Education Design Showcase,” 2007, p. E25).

Trend: Rooftop Facilities

Another trend in collegiate recreational facilities is the placement of playing fields on top of structures. In 1981, Brown University in Rhode Island built the first rooftop field found on a college campus. Named Warner Roof, the site was designed as a field hockey pitch atop Olney Athletic Center. More recently the University of California, Berkeley developed Underhill Field on top of a four-story, seismically safe parking garage at the center of the campus. Underhill Field has an infill turf system, and 25-ft nets and a chain link fence enclose the perimeter. Also included are spectator areas, restrooms, equipment storage rooms, and a sidewalk plaza (Cohen, 2007a). Rhode Island’s Providence College constructed a field that is partially on grade and partially below grade. The facility, which primarily houses the college’s lacrosse and field hockey programs, has won engineering awards for overcoming the drainage challenges that occurred in matching the two elevations. In Canada, the University of Alberta renovated a 20-year-old playing field placing 80% of the turf on the roof of a parking structure, the remaining 20% on grade. The old field had featured a glued-down carpet, which eventually wrinkled and presented problems as the building settled. The new surface is a sand-filled, loose-laid turf installed over a premanufactured pad (Cohen, 2007a).

Trend: Integrating Academics and Sport

There is also a trend to combine in single facilities both academics and sport; the combination has been both theoretical and pragmatic. At Haverford College in Pennsylvania, for example, President Thomas Tritton envisioned integrating athletics with the arts. The facility proposed to house the integrative program became one of the first recreational buildings to meet standards of the U.S. Green Building Council’s Leadership in Energy and Environmental Design (LEED) Green Building Rating System. The multipurpose facility has space for the college’s programs in squash, basketball, martial arts, and dance. In addition, it includes displays of athletics-related paintings by students (Ezarik, 2006). Kenyon College in Ohio recently completed a $60 million facility covering 265,000 sq ft. Both varsity athletic teams and recreational participants use the facility. While the building is equipped with a 50-m swimming pool, weight room, field house, and racquet courts, a theater, film library, and study lounges were also part of its design (“Architectural Showcase,” 2007, p. 55).

The Ohio State University Recreation and Physical Activity Center, opened in 2007, consists of 568,380 sq ft and cost $117.6 million. The facility is funded by a combination of state funds and student fees. Because of the immensity of the project, it was designed to look like several smaller structures so that it would fit the scale of surrounding campus structures. The facility has numerous gymnasia, two swimming pools, racquet courts, and a fitness area. Serving the University’s student, faculty, and staff population of over 75,000, the facility contains some unique features such as a child care room, wellness center, juice bar, game room, and café (“Architectural Showcase,” 2007, p. 58).

Trend: Integrating Health and Wellness

Another trend—evidenced, for example, at the Joseph E. Gallo Recreation and Wellness Center on the campus of the University of California, Merced—is to combine sport and health care. The facility is located between the academic core of the campus and the residential area. On the second floor of the facility, the H. Rajender Reddy Student Health Center can be found. The health center’s philosophy is that “wellness encompasses an individual’s social, physical, emotional, career, intellectual, environmental, and spiritual health” (Student Health Services, 2008). Its serves as the physical “home” of wellness and works with other campus departments and faculty to offer a range of wellness activities, from peer health counseling for students, to nutrition programs, to massage therapy, to whitewater rafting excursions (Student Health Services, 2008). Butler University, in Indiana, also integrates sport with the concept of wellness. Its Health and Recreation Complex, which opened in September 2006, cost $14.5 million and contains 83,000 sq ft of space. In a unique fashion, both student health services and counseling services are housed in the facility. Another unique feature is a multipurpose room adjoining the swimming pool and having a synthetic floor, to allow for a wet classroom or a party room (“Architectural Showcase,” 2007, p. 70).

Long Island University in New York opened its Wellness, Recreation and Athletic Center in February 2008. This facility uses rooftop space to provide two all-weather tennis courts and a running track. The 100,000-sq-ft facility, which cost $28 million, has a number of other unique features. Among them are a 15,000-sq-ft wellness center integrated with the university’s health science program. The wellness center includes rehabilitation areas for treatment of asthma, cardiorespiratory conditions, and sickle-cell anemia, along with a hydrotherapy pool. All of these play a role in the institution’s teaching practicum with a major New York City hospital (“Architectural Showcase,” 2007, p. 132). Cleveland State University’s Recreation Center, opened in August 2006, cost slightly more, at $29.8 million, than did the Long Island University facility. It consists of 130,000 sq ft of space. In the design of the facility, the institution sought to achieve LEED certification. As a result, a number of unique features were included, such as storm water management to reduce runoff, use of native plant materials, and waterless urinals and other water-saving devices. Specifications for construction of the facility also included locally manufactured materials with recycled content (“Architectural Showcase,” 2007, p. 79).

Conclusion

Many changes have influenced college recreational facilities over the past few decades. Changes in demographics, curriculum, and cultural attitudes towards fitness have significantly affected recreational sports facilities. For example, on college campuses today, almost 60% of students are female (Marklein, 2005). This factor has significantly impacted recreational programming, facility design, and facility renovation. No longer are there weight rooms; rather, there are fitness areas with an emphasis on cardio equipment and a limited amount of free weights. Also, there are fewer traditional gyms providing little except courts used primarily for basketball. Large spaces are now dedicated to wide-open social areas that are used for general fitness. For example, in the University of Texas recreation center, a three-story atrium was built with “spines” filled with cardio equipment geared for females (W. Canning, personal communication, March 4, 2008). Because the college population has become increasingly female, collegiate recreational facilities will increasingly cater to the programming needs of women.

As described earlier, Pennsylvania State University was recognized for establishing a club-like atmosphere. This is just one expectation of today’s students. Students also expect that technology will be a part of their fitness experience on the college campus, just like the fitness experience that they might enjoy at health clubs. For instance, many institutions make available (across their full line of cardio equipment) customized entertainment options, such as personal viewing screens for treadmills, bikes, and ellipticals (“Take Your School’s Fitness Center,” 2006).

Leadership in Energy and Environmental Design, or LEED, certification is a trend that will continue, given the popularity of “green” building. Institutions are discovering the cost benefit of environmentally friendly features: how such features can be attractive, help the environment, and save money as well.

It appears that wellness is a strong trend, with a number of new facilities incorporating health services and counseling services, as well as rehabilitation services. The comprehensive offerings of traditional student unions, such as food service, post offices, and convenience stores, also have begun to be regular features of campus recreational facilities.

It is also evident that institutions are strongly considering renovation of existing facilities, especially in urban areas where property is at a premium. Efficiently using space by, for instance, placing playing areas on rooftops is a trend that this author expects will continue. In addition, funding of recreational facilities will continue to be supported by student fees. At private institutions, student fees have been an integral part of funding facilities for many years; today, even state institutions have begun to assess student fees for recreational and fitness facilities.

References

Architectural showcase. (2007, June). Athletic Business, 31(6), 46–223.

Climbing wall. (n.d.). Retrieved April 12, 2008, from http://www.hamilton.edu/adventure/climbing

Climbing wall. (n.d.). Retrieved April 28, 2008, from http://www.oberlin.edu/athletic/reccentr/climbing_wall

Climbing wall and club. (n.d.). Retrieved April 12, 2008, from http://www.alma.edu/student_life/stone_center/the_climbing_wall

Cohen, A. (2007a, November). Remaking history. Athletic Business, 31(11), 34–42.

Cohen, A. (2007b, December). 27th Annual Facilities of Merit 2007 Winners. Athletic Business, 31(12), 50–66.

Cohn, L. (1991, October). “Boxball”—History of a near miss. Journal of Physical Education, Recreation and Dance, 62, 8.

Ezarik, M. (2006, June). Sense of place: Haverford College (Pa.) Gardner Integrated Athletic Center [Electronic version]. University Business: Solutions for Higher Education Management, 9(6), 28. Retrieved April 12, 2008, from http://universitybusiness.com/viewarticle.aspx?articleid=51

Goldman, S. (2007a, April). NIRSA releases survey on construction [Electronic version]. Fitness Business Pro. Retrieved April 28, 2008, from http://fitnessbusinesspro.com/mag/fitness_nirsa_releases_survey/

Goldman, S. (2007b, May). UConn discusses plans for new rec center. Fitness Business Pro, 23(5), 18.

Greenberg, A. (2004, May 19). Baseball’s rebirthplace?: Mass. town hopes to capitalize. The Hartford Courant, p. 1. Retrieved June 27, 2008, from http://www.accessmylibrary.com/coms2/summary_0286-7059853_ITM

Illia, T. (2006, August). Thinking big. Southwest Contractor, 10, 67.

Marklein, M. B. (2005, October 19). College gender gap widens: 57% are women [Electronic version]. USA Today. Retrieved April 12, 2008, from http://www. usatoday.com/news/education/2005-10-19-male-college-cover_x.htm

Stevenson, M. J., Reznick, J. W., & Pitcher, R. W. (1978). First intramural-recreation facility celebrates 50th year. Retrieved April 12, 2008, from University of Michigan, Department of Recreational Sports Web site: http://www.recsports.umich.edu/facilities/imsbhistory.html

Student Health Services. (n.d.). Retrieved April 28, 2008, from University of California, Merced Web site: http://health.ucmerced.edu/

Suttell, R. (2003, October). Getting fit. Buildings, 97, 34.

Take your school’s fitness center to the next level with fitness entertainment products from True Fitness. (2006, January). College Planning and Management, 9, 56.

Turman, J., Brown, T., Helgeson, S., McComber, M., Peterson, R., & Swenson, D. (2005). Planning principles for college and university recreation facilities: A report to the Board of Regents. Retrieved June 27, 2008, from
http://www.umcrookston.edu/planning/athletic/documents/exhibit/Exhibit%20D%20-%20Regents’%20Rec%20Sports%20docket%20March%202005. pdf

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2020-06-02T11:37:32-05:00October 7th, 2008|Contemporary Sports Issues, Sports Facilities, Sports Management|Comments Off on Trends in Collegiate Recreational Sports Facilities
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National and State Youth Baseball Coaching Requirements: A State Case Study

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

Abstract

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

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

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

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

Methods

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

Results

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

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

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

Table 1

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

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

Table 2

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

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

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

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

Discussion

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

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

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

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

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

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

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

Recommendations

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

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

References

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Abstract

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

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

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

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

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

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

Sport Management Program Review Council

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

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

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

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

Curriculum Approval and Internship Requirements

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

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

Labor Concerns and Federal Regulations

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

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

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

Federal Exemptions

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

FLSA Employment Classifications

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

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

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

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

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

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

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

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

Case Law Concerning Internships

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

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

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

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

Conclusions

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

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

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

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

References

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Submitted By: Nikkie Smiley, Aberdeen Family YMCA, Aberdeen, S.D.,
Jon Lim, Minnesota State University, United States Sports Academy Doctoral Graduate

Abstract

The study examined attitudes about eating in relation to eating disorders, among undergraduate female student-athletes and non-athletes at a mid-size Midwestern NCAA Division II university. It furthermore examined prevalence of eating disorders among female athletes in certain sports and determined relationships between eating disorders and several variables (self-esteem, body image, social pressures, body mass index) thought to contribute to eating disorders. A total of 125 students participated in the research, 60 athletes and 65 non-athletes. The athletes played softball (n = 11), soccer (n = 12), track (n = 8), cross-country (n = 5), basketball (n = 9), and volleyball (n = 15). The Eating Attitudes Test (EAT–26) was used to determine the presence of or risk of developing eating disorders. Results showed no significant difference between the athletes and non-athletes in terms of attitudes about eating as they relate to eating disorders, nor were significant sport-based differences in likelihood of eating disorders found. Additionally, no significant relationships were found between eating disorders and self-esteem, social pressures, body image, and body mass index. Findings inconsistent with earlier research may indicate that at Division II schools, athletes experience less pressure from coaches and teammates, but further research is needed in this area. Future studies should also look at the degree of impact coaches make on the development of eating disorders in athletes.

Eating Disorders Among Female College Athletes

Eating disorders (e.g., bulimia, anorexia nervosa) are a significant public health problem and increasingly common among young women in today’s westernized countries (Griffin & Berry, 2003; Levenkron, 2000; Hsu, 1990). According to the National Eating Disorder Association (2003), 5–10% of all women have some form of eating disorder. Moreover, research suggests that 19–30% of female college students could be diagnosed with an eating disorder (Fisher, Golden, Katzman, & Kreipe, 1995). A growing body of research indicates that there is a link between exposure to media images representing sociocultural ideals of attractiveness and dissatisfaction with one’s body along with eating disorders (Levine & Smolak, 1996; Striegel-Moore, Silberstein, & Rodin, 1986). The media’s portrayal of thinness as a measure of ideal female beauty promotes body dissatisfaction and thus contributes to the development of eating disorders in many women (Levine & Smolak, 1996). Cultural and societal pressure on women to be thin in order to be attractive (Worsnop, 1992; Irving, 1990) can lead to obsession with thinness, body-image distortion, and unhealthy eating behaviors.

Like other women, women athletes experience this pressure to be thin. In addition, they often experience added pressure from within their sport to attain and maintain a certain body weight or shape. Indeed, some studies have reported that the prevalence of eating disorders is much higher in female athletes than in females in general (Berry & Howe, 2000; Johnson, Powers, & Dick; 1999; McNulty, Adams, Anderson, & Affenito, 2001; Sundgot-Borgen & Torstveit, 2004; Picard, 1999). Furthermore, the prevalence of eating disorders among female athletes competing in aesthetic sports such as dance, gymnastics, cheerleading, swimming, and figure skating is significantly higher than among female athletes in non-aesthetic or non-weight-dependent sports (Berry & Howe, 2000; O’Connor & Lewis, 1997; Perriello, 2001; Sundgot-Borgen, 1994; Sundgot-Borgen & Torstveit, 2004). For instance, Sundgot-Borgen and Torstveit found that female athletes competing in aesthetic sports show higher rates of eating disorder symptoms (42%) than are observed in endurance sports (24%), technical sports (17%), or ball game sports (16%).

Female athletes and those who coach them usually think that the thinner the athletes are, the better they will perform—and the better they will look in uniform (Hawes, 1999; Thompson & Sherman, 1999). In sports in which the uniforms are relatively revealing, the human body is often highlighted. For example, track athletes usually wear a uniform consisting of form-fitting shorts and a midriff-baring tank top. Dance and gymnastics uniforms are usually a one-piece bodysuit sometimes worn with tights. Athletes who must wear the body-hugging uniforms and compete before large crowds of people are likely very self-conscious about their physiques.

However, as is the case in most areas of study, not all research agrees. Some recent studies show that athletes are no more at risk for the development of eating disorders than non-athletes (Carter, 2002; Davis & Strachen, 2001; Guthrie, 1985; Junaid, 1998; Rhea, 1995; Reinking & Alexander, 2005). In addition, the majority of prior studies of eating disorders have restricted their samples to female athletes (and non-athletes) at National Collegiate Athletic Association (NCAA) Division I universities.

This study’s purpose differed in that it involved an NCAA Division II university, where attitudes about eating were studied in relation to eating disorders in undergraduate female student-athletes and non-athletes. Relationships between eating disorders and a number of variables thought to contribute to eating disorders—self-esteem, body image, social pressures, and body mass index—were furthermore examined. The student-athletes at the mid-size institution in the Midwest were also queried to assess the prevalence of eating disorders among them based on sport played. Findings of the study can assist in developing and implementing appropriate eating-disorder prevention and intervention programs for female collegiate athletes.

Methods

Participants

The participants (N = 125) in our study consisted of 60 female varsity student-athletes and 65 non-athlete students at a mid-size NCAA Division II Midwestern university. The mean age of participants was 20 years (SD = 4.3 years). The majority of participants, 93%, were Caucasian; 1% were African American; 1% were Native American; 3% were Asian American; and 2% were other. Of the student-athletes, 18.3% participated in softball (n = 11), 20% in soccer (n = 12), 13.3% in track (n = 8), 8.3% in cross-country (n = 5), 15% in basketball (n = 9), and 25% in volleyball (n = 15). Non-athlete participants were recruited from general psychology and wellness classes at the university. Participation was voluntary, anonymous, and in accordance with university and federal guidelines for human subjects.

Instruments

Eating-disorder behaviors were assessed using the Eating Attitudes Test (EAT–26), which consists of 26 items and includes three factors: dieting; bulimia and food preoccupation; and oral control (Garner & Garfinkel, 1979; Garner, Olmsted, Bohr & Garfinkel, 1982). Respondents rate each item using a 6-point Likert scale ranging from 1 (never) to 6 (always). This instrument has been used to study eating disorders in both a clinical and non-clinical population (Picard, 1999; Stephens, Schumaker, & Sibiya, 1999; Virnig & McLeod, 1996). It is a screening test that looks for actual or initiatory cases of anorexia and bulimia in both populations (Picard, 1999). The EAT–26 has demonstrated a high degree of internal reliability (Garner et al., 1982; Ginger & Kusum, 2001; Koslowsky et al., 1992). An individual’s EAT score is equal to the sum of all the coded responses. While scores can range from 0 to 78, individuals who score above 20 are strongly encouraged to take the results to a counselor, as it is possible they could be diagnosed with an eating disorder.

The Rosenberg Self-Esteem Scale (1965) was modified and used to assess self-esteem in this study. Responses were chosen from a 4-point scale (1=strongly agree, 4=strongly disagree). The Rosenberg Self-Esteem Scale is a widely used measure of self-esteem that continues to be one of the best (Blascovich & Tomaka, 1991). The scale has shown high reliability and validity (Furnham, Badmin, & Sneade, 2002).

Body mass index (BMI) was calculated (based on participants’ self-reported height and weight) as the ratio of weight (kg) to height squared (m2). Participants were categorized as underweight (BMI < 20.0), normal weight (20.0 < BMI < 25.0), overweight (25.0 < BMI < 30.0), or obese (30.0 < BMI) (National Institutes of Health, National Heart, Lung, and Blood Institute, 1998). Additionally, demographic information, body image, and social pressures were measured.

Procedure

After obtaining approval from the university’s institutional review board, we requested and obtained permission from university athletic administrators, coaches, and class instructors to survey their female students, some of whom were student-athletes. We provided participants with an information sheet detailing the purpose of the study. We informed all the participants of their rights as human subjects prior to their completion of the survey, which took approximately 15 min. Because of the sensitive nature of the questions, participants were also informed that they could leave any questions unanswered and could discontinue participation at any time without penalty. The survey was administrated to non-athlete students during a class meeting. Female student-athletes completed the survey during their team meetings. All participants were assured anonymity because their names were not written on any individual questionnaires.

Statistical Analysis

All data were analyzed using SPSS. An independent t test was used to determine if a difference existed in attitudes about eating held by female student-athletes and non-athlete students. To compare the prevalence of eating disorders among the student-athletes based on the sport played, analysis of variance was conducted with the data. Pearson product-moment correlations were computed to examine the relationship between eating disorders and variables that contribute to eating disorders. An alpha level of .05 was used to establish statistical significance.

Results

For each participant, an EAT–26 score was calculated using all 26 items. Using the 4-point clinical scoring, participants’ scores ranged from 0 to 46, with a mean score of 14.7 (SD = 5.9). Garner et al. (1982) have defined an EAT–26 score of 20 or above as indicating a likely clinical profile of an active eating disorder. In this study, the percentage of the participants who scored 20 or above on the EAT–26 was 8.8%. Among the student-athletes, 9.3% scored 20 or above, while the percentage of non-athletes with a 20 or above was 8.3%. An independent t test was conducted to determine if there was a statistically significant difference between the two groups. As shown in Table 2, although the average EAT–26 score for the non-athlete group was higher than that of the student-athletes, analysis revealed no significant difference between the groups: t (123) = -.589, p>.05.

Table 1

Participating Female Students’ Average Score on EAT–26

Athletes (n = 60)
M ± SD		 Non-Athletes (n = 65)
M ± SD
EAT–26 Score

15.4 ± 5.8

14 ± 5.0

Values are means ± SD; n, number of subjects

The second objective of the study was to compare the prevalence of eating disorders among female athletes based on sport played. As shown in Table 2, 18.2% of the surveyed student-athletes who played softball scored 20 or above on the EAT–26; 8.3% of the student-athletes who played soccer had scores of 20 or above. Participants who competed in track scored 20 or above in 12.5 % of cases; 6.7% of those who played volleyball scored 20 or above. None of the surveyed student-athletes who participated in cross-country or basketball scored as high as 20. However, analysis of the data in terms of sport played showed that the differences in average EAT-26 scores were not statistically significant.

Table 2

Results of Female Student-Athletes’ EAT–26 Scores, by Sport Played

Frequency %
EAT–26 Scores Above 20 Below 20 Above 20 Below 20
Softball (n = 11)

2918.281.8Soccer (n = 12)1118.391.7Track (n = 81712.587.5Cross-Country (n = 5) 5 100.0Basketball (n = 9) 9 100.0Volleyball (n = 15)1146.793.3

The mean body weight for all participants was 68.1±12.9 kg and mean BMI was 22.9±9.1. The mean desired body weight, in contrast, was 62.1±8.3 kg, while mean desired BMI was 20.9±5.2. On average, participants wanted to lose 6 kg. They reported desired weight changes ranging from a 69-lb loss to a 10-lb gain. The non-athlete group had a higher average current weight (69.1 kg) and a lower average desired weight (60.5 kg) than did the student-athletes, among whom average current weight was 66.6 kg and average desired weight was 63.6 kg. The calculations of BMI for the group as a whole showed 28% of them having a BMI of 25 or more, with 38% of the non-athletes recording a BMI of at least 25 or higher and 16% of student-athletes recording a BMI of 25 or higher.

When the participants were asked how self-conscious they are about their appearance, 30.4% said they were extremely self-conscious. However, when they were asked how they feel about their overall appearance, 3.2% said they were extremely dissatisfied, and only 17.6% said they were somewhat dissatisfied. This study found that 12% of the participants reportedly always feel social pressures from friends or family to maintain a certain body image; 53.6% reported sometimes feeling such pressure concerning body image. The results also showed that 1.6% of all participants rated their overall self-esteem as very low; 24% as low; 48.8% as neutral; 22.4% as high; and 3.2% as very high.

A Pearson product-moment correlation was conducted to look for a significant relationship between eating disorders and self-esteem, social pressures, body image, and participant’s BMI. No statistical significance was found between these variables and eating disorders.

Discussion

The purpose of this study was to examine attitudes about eating in relation to eating disorders among female student-athletes and non-athletes in an NCAA Division II setting, to compare student-athletes’ rates of eating disorders based on sport played, and to examine the relationship between eating disorders and a number of variables believed to contribute to the development of disordered eating. Findings associated with the study’s first objective were not consistent with those of previous studies that found a higher percentage of eating disorders among student-athletes (Picard, 1999; Berry & Howe, 2000; McNulty et al., 2001). As to our second objective, our findings did not support earlier research suggesting that the prevalence of eating disorders among female athletes differs based on the sport played (Perriello, 2001; Picard, 1999). While the institution at which the present research was conducted had no gymnastics, dance, swimming, or cheerleading program, it did sponsor women’s track and cross-country programs. The present results for student-athletes in these two programs were not consistent with Picard’s and Perriello’s determination that track and cross-country athletes are more at risk of eating disorders than some other athletes. Findings related to the study’s third objective showed that any relationships between eating disorders and the variables self-esteem, social pressures, body image, and BMI were not statistically significant, contradicting earlier research on the development of eating disorders (Berry & Howe, 2000; Greenleaf, 2002). Some of the present findings may reflect differential exertion of pressure by coaches and teammates in institutions ranked Division II as opposed to Division I. Picard (1999) found demands to perform well to be stronger within Division I athletics, something that might be linked to a higher prevalence of eating disorders in Division I schools and athletic teams. However, more research needs to be done in this area.

This study was subject to several limitations. For example, it was conducted at the end of the academic year, timing that affected the number of participants available to complete the survey. Moreover, surveys were to be administered during class meetings, but because final examinations loomed, some instructors preferred not to take time from review to devote to the survey. In addition, with teams at or nearing the end of the competitive season, some seniors were no longer sport participants, making it difficult to administer surveys to an entire athletic team. Had the sample been larger, valid comparisons of student-athletes with non-athlete students, and of the student-athletes sport by sport, would have been more readily obtained. Conducting the study on a single Division II campus was a further limitation, related to the small sample size. Collecting data from all colleges in Division II of the NCAA would provide a greater range of individuals, both from the general student population and the population of student-athletes.

Growing numbers of workshops and presentations on eating disorders are being conducted on college campuses. Thanks to growing awareness of eating disorders, student-athletes are encouraged or even required to attend them. They learn what eating disorders are, some factors related to eating disorders, dangers posed by eating disorders, and treatment of eating disorders. Such knowledge better equips female student-athletes to avoid eating disorders.

The findings of the present study, in light of the literature in the field, suggest that future research should involve a larger segment of the NCAA Division II conference. A larger number of schools would not only create larger samples of athletes and non-athletes, it would also provide access to a wider variety of athletic teams. Another recommendation concerns timing of the survey administration. The EAT–26 should initially be completed by the two populations (student athletes, non-athlete students) at the beginning of the freshmen year and should be completed again at the end of that academic year. It would be interesting to know how many students began the freshmen year with no sign of an eating disorder, but, faced with the demands of study and pressures from friends, teammates, and coaches, became vulnerable to disordered eating.

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Author Note

Nikki Smiley, Aberdeen (South Dakota) Family YMCA; Jon Lim, Department of Human Performance, Minnesota State University Mankato. Correspondence for this article should be addressed to Jon Lim, Ed.D., Coordinator & Assistant Professor,Sport Management Graduate and Undergraduate Programs, Minnesota State University, Mankato, 1400 Highland Center (HN 176), Mankato, MN 56001, 507-389-5231 Office Phone 507-389-5618. [email protected]

2013-11-25T22:09:11-06:00April 2nd, 2008|Sports Exercise Science, Sports Facilities, Sports Management, Sports Studies and Sports Psychology, Women and Sports|Comments Off on Eating Disorders Among Female College Athletes
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