ISSN: 1543-9518

Protective Headgear for Soccer Players: An Overview

Submitted by: Michael Gray, Jennifer Bain, and Lindsay Willis – Northern Kentucky University

Abstract

Protective headgear has been worn by thousands of American soccer players in youth leagues, high schools, colleges, and even professional leagues. While some current studies indicate that concussions occur among soccer players at a rate similar to that among football players, other studies contradict such results and the issue remains disputed. Moreover, studies disagree on whether heading the ball can cause concussions or long-term brain impairment. This article examines the causes and occurrence of head injuries in soccer and the possible role of protective headgear in preventing those injuries.

Protective Headgear for Soccer Players: An Overview

Since the International Federation of Association Football, or FIFA, soccer’s Zurich-based world governing body, began to allow the practice, thousands of American soccer players have worn protective headgear in youth league play, high school and college competition, and professional play. Such headgear gained international visibility during the 2003 Women’s World Cup and the 2004 Athens Olympics (Longman, 2004). In the United States itself, the United States Soccer Federation, National Collegiate Athletic Association, and National Federation of State High School Associations all now permit the use of protective headgear in soccer (Delaney, 2008). But these developments did not occur without controversy.

The U.S. Soccer Federation, which permits protective headgear but does not endorse it, fears that wide use of the gear would undermine the assertion that soccer is a safe alternative to football. When soccer officials voice doubts like this, similarities to the failed arguments once made against bicycle helmets, automobile seat belts, and even soccer shin guards may give them a familiar sound (Longman, 2004). According to Jeff Skeen, founder of one soccer headgear company, “Soccer officials are trying to thwart the evolution of headgear in soccer because they think it will scare soccer moms away from the sign-up table” (Longman, 2004, p. 1). “And they also think [headgear use] could be viewed as an admission that heading the ball itself is dangerous,” Skeen added (Longman, 2004, p. 1).

Anson Dorrance, who has coached the women’s team at the University of North Carolina to 19 national championships, has noted that compulsory use of shin guards did not change the nature of soccer, as many feared it would. It is Dorrance’s prediction that headgear will not change soccer’s nature either (Longman, 2004). Steve Ryan, commissioner of the Major Indoor Soccer League (which has approved the use of headgear), agreed. “I remember when baseball players didn’t wear batting helmets,” he said. “You see some resistance in soccer, which is natural. But I expect, over time, you will see [protective headgear use] broadly accepted” (Longman, 2004, p. 1)

Adding to the controversy is the fact that some headgear manufacturers pay professional players the equivalent of $50–$100 per game to endorse their products and furthermore have paid some state soccer associations $4,000–$10,000 for endorsements (Longman, 2004). This arrangement makes company claims of injury reduction suspect, according to the U.S. Soccer Federation (U.S. Soccer Federation, 2005). But several independent studies have shown that head injuries, particularly concussions, have become a significant issue in soccer. The Centers for Disease Control and Prevention has reported that doctors treat more than 200,000 children annually for soccer-related injuries including concussions (Francois, 2006). A recent independent study by Scott Delaney of Canada’s McGill University, published in the Clinical Journal of Sports Medicine, found that the rate of head injuries among soccer players was similar to the rate among football players (Francois, 2006).

While concussions are significant potential sports injuries that the U.S. Soccer Federation takes seriously (U.S. Soccer Federation Statement on Head Injuries, 2005), there is disagreement about whether heading the ball can cause concussions or long-term brain impairment. Studies have presented contradictory results, and the matter remains disputed as the soccer federation undertakes a long-term examination of head injuries (Longman, 2004). For example, a survey of college-age players (athletes 18 to 22 years old) conducted by Boden et al (cited in Kirkendall & Garrett, 2001). demonstrated that a team can anticipate having one player each season sustain a concussion. However, concussions reported for Boden and colleagues’ survey were largely due to game situations not involving purposeful heading of the ball. Kirkendall and Garrett have stated (2001) that 4%–20% of all injuries in soccer are “head injuries,” under which term they include concussions, nasal fractures, injuries of the eye, lacerations, and contusions.

Powell and Barber-Foss (cited in Kirkendall & Garrett, 2001) reported that mild traumatic brain injuries account for 3.9% of all injuries in boys’ scholastic soccer and 4.3% of all injuries in girls’ scholastic soccer. Powell and Barber-Foss’s ongoing survey of high-level youth soccer players (12 to 18 years old) in North Carolina to date shows that about 15% of all injuries were to the head (though these were not solely concussions) and involved player-to-player or player-to-ground contact (Kirkendall & Garrett, 2001). The researchers noted that, “The most frequent mechanism of injury was head-to-head contact, followed by head-to-ground and then head-to-other body part (e.g., foot, knee, and elbow). Importantly, purposeful heading was never a mechanism of injury, but injuries did occur when the player was accidentally struck by the ball (the head and neck were not stabilized).”

According to a study of concussions in soccer players by Dick, Putukian, Agel, Evans, and Marshall (2007), 67.7% of reported concussions were due to player contact, while 18.3% were associated with contacting the ball and 13.4% with contacting the playing surface. Less than 1% were associated with contacting the goal. The study found that concussions represented 6.0% of severe game injuries—those resulting in 10 or more days lost from practice and play (Dick, Putukian, Agel, Evans, & Marshall, 2007).

Delaney’s study of 328 Canadian university football players and 201 university soccer players reporting for training in fall 1999 found that 70.4 % of the football players and 62.7% of the soccer players had experienced symptoms of a concussion in the previous year. Delaney said that concussions are a proven problem, one that, in the lab, protective headgear alleviates. He questioned why players are not being offered the protection (Longman, 2004). “Girls, in general, are more prone to concussions in soccer, and they may be more aware of the possible benefits of wearing headgear,” Delaney, who practices at McGill University’s sports medicine clinic, has noted (Delaney, 2008).

Other studies have yielded contradictory results. For example, 100 male and female athletes were asked to complete neuropsychological tests before and after two training sessions, one session involving heading the ball and one avoiding heading. The tests included the alphabet backwards test, Trail Making Test (Parts A and B), Stroop Color and Word Test, and VIGIL/W. No test yielded significant differences between the control (no-heading) condition and experimental (heading) condition (Kirkendall & Garrett, 2001). Fuller et al. (cited in Dick et al., 2007) investigated 248 cases of head and neck injuries and found only a single incidence of cervical strain that could be attributed to purposeful heading of the ball, while Anderson et al. (cited in Dick et al., 2007) did not identify heading the ball as a mechanism for head injury. These results and others do not show purposeful heading to be a primary cause of concussions. Nor has contact with the ball been consistently identified as a mechanism of head injuries in general, although player-to-player contact has been (Dick et al., 2007).

It appears that definitive evidence for one side or the other in the soccer headgear controversy is not available. But there does seem to be solid evidence that more concussions occur as the level of play and competition advances (Kirkendall & Garrett, 2001). The use of protective headgear has grown most significantly, however, among youth players (age 12 and younger), even though players at this level are least likely to engage in play that would lead to concussions (U.S. Soccer Federation Statement on Head Injuries, 2005). The U.S. Soccer Federation has said marketing of protective headgear is primarily to children, even though the incidence of concussion in players under 12 is low.

A next step in research would be to determine clearly whether protective headgear prevents head injuries in soccer players. An innovative Canadian study examined the issue with 268 adolescents playing club soccer and generated the first results from the field instead of the lab. Just after the 2006 soccer season, the 12- to 17-year-old participants from Oakville Soccer Club, Canada’s biggest, were studied. Although only 52 of them had worn headgear during the season, the study showed a significant decrease in risk of concussion for those players. The unprotected majority of the players in the study was 2.65 times more likely to have been injured: 52.8% of participants who did not use headgear reported being injured, compared to 26.9% of participants who did. According to Delaney, “This study may help convince parents and players that soft protective soccer headgear can be an effective part of a comprehensive plan to reduce the number of head injuries and concussions in soccer” (To Avoid Soccer Head Injuries, 2007).

Manufacturers of soccer headgear have designed the gear to decrease the forces associated with heading and assume that doing so reduces the risk of head trauma. To date, however, only one study has been conducted to evaluate the gear’s efficacy. The most substantial finding of that study was that application of the headgear was linked to a decrease in the peak force of impact from a soccer ball traveling at 56.4 kph (35 mph). This force was approximately 112.5% lower (nearly 400 N), as compared to the unprotected force platform (Broglio, Ju, Broglio, & Sell, 2003). No differences were seen among the different brands of headgear; the decrease measured in the peak force suggests that a soccer player using any of the tested brands of headgear would be subjected to lower forces. Naunheim et al. (cited in Broglio et al., 2003) reported a similar decrease, when soccer headgear was used, in peak acceleration from a high-pressure soccer ball traveling at 34 mph (54.72 kph).

The founder of a company based in San Diego, California, said he had sold 100,000 pieces of headgear. The gear resembles an enlarged headband and covers the forehead, temples, and occipital bone in back of the head. Made of shock-absorbing foam between an outer layer of Lycra and an inner layer of sweat-absorbing polypropylene, the device weighs less than 2 oz. The company does not claim the gear prevents concussions, but rather that it can reduce by up to 50% the peak impact forces occurring in typical collisions when a player’s head strikes the ground or goal post or another’s head or elbow (Longman, 2004).

Delaney has argued that such headgear could also protect those players who are designated as headers, particularly at the elite level (at that level, such a player may head the ball up to 10 times per game). Delaney has been involved in drafting the Canadian Academy of Sports Medicine’s position paper on the prevention of head injuries in soccer (Robillard, 2004). But Ottawa-based orthopedic surgeon Rudy Gittens, who chairs the Canadian Soccer Association’s sports medicine committee and is furthermore a member of FIFA’s sports-medical committee, said to date no scientific evidence “conclusively” shows that purposefully heading the ball leads to concussions. Gittens, head of the medical commission of one of the six FIFA continental governing bodies, the Confederation of North, Central American and Caribbean Association Football or CONCACAF, said he is unaware of any scientific studies supporting use of soccer protective headgear to prevent concussions (Robillard, 2004).

A clinical professor of sports medicine at UCLA, Gary Green, has pointed out that, while there is “no evidence” headgear helps, there are theoretical grounds for questioning whether headgear use might actually hurt some players. For example, the headgear could produce a false sense of security in players, leading them to rely on a device instead of proper medical evaluation after suffering a possible concussion. Or headgear use could contribute to feelings of being invincible that promote recklessly aggressive play, a phenomenon known as the Superman effect. Green, who serves on the U.S. Soccer Federation’s medical advisory committee, said headgear use should be better studied before players “take a chance” by using it (Longman, 2004).

There is much to learn about headgear. A recent study sponsored by FIFA’s sports medicine committee concluded that headgear has a negligible effect in head-to-ball impacts but does provide “measurable benefit” in subconcussive head-to-head impacts. One still-unanswered question—and the most important—is the extent to which soccer protective headgear diminishes risk of concussion, if indeed it does. The U.S. Soccer Federation’s own sports medicine committee continues to monitor the available literature and encourage further research into, for example, whether decreasing impact force translates into decreasing concussions or whether using headgear gives players a false sense of security or causes them to play unusually aggressively (U.S. Soccer Federation Statement on Use of Padded Headgear, 2005). In the mean time, for those who do use protective headgear, it is important to remind players, coaches, and parents that headgear is not a substitute for proper medical evaluation and treatment of possible concussions. Consultation with a doctor is always a best first step when any sort of head injury occurs (U.S. Soccer Federation Statement on Use of Padded Headgear, 2005).

Around the world, players of all ages and skill levels play soccer. Available data on the efficacy of soccer protective headgear may suggest, in light of the relatively ordinary ball speed employed in the research, that use of headgear decreases the force of an impacting soccer ball and thus offers typical players protection. But before any recommendation or mandate is issued for all players to use soccer protective headgear on the field, further investigation of these products should directly address their clinical utility (Broglio et al., 2003).

References

Broglio, S. P., Ju, Y., Broglio, M. D., & Sell, T. C. (2003). The efficacy of soccer headgear. Journal of Athletic Training, 38(3), 220–224.

Delaney, J. S. (2008). Canadian study examined more than 260 adolescents playing club soccer. British Journal of Sports Medicine, 42, 110–115.

Dick, R., Putukian, M., Agel, J., Evans, T. A., & Marshall, S. W. (2007). Descriptive epidemiology of collegiate women’s soccer injuries: National Collegiate Athletic Association Injury Surveillance System, 1988–1989 through 2002–2003. Journal of Athletic Training, 42(2), 278–285.

Francois, M. (2006). DJ Orthopedics to offer soccer headgear in response to new ASTM [American Society for Testing and Materials] Sports Safety Equipment Standard. Retrieved February 23, 2008, from http://investors.djortho.com/releasedetail.cfm?ReleaseID=221887

Kirkendall, D. T., & Garrett, E., Jr. (2001). Heading in soccer: Integral skill or grounds for cognitive dysfunction? Journal of Athletic Training, 36(3), 328–333.

Longman, J. (2004, November 27). Soccer headgear: Does it do any good? The New York Times. Retrieved December 30, 2008, from http://www.nytimes.com/2004/11/27/sports/soccer/27soccer.html?pagewanted=1&_r=1

Robillard, S. (2004). Safety in soccer: Protective headgear gets kicked around by advocates and critics. Living Safety, 48(2). Retrieved February 25, 2008, from http://www.safety-council.org/info/sport/soccer-ls.html

To avoid soccer head injuries, soft protective headgear is only effective solution, study shows. (2007, July 14). Science Daily. Retrieved February 24, 2008, from http://www.sciencedaily.com/releases/2007/07/070712134638.htm

U.S. Soccer Federation statement on head injuries in soccer and padded headgear. (2005). Retrieved March 11, 2008, from the U.S. Soccer Federation website: http://www.ussoccer.com/articles/viewArticle.jsp_145974.html

Author Note

Michael Gray, Department of Kinesiology, Health, and Educational Foundations, Northern Kentucky University; Jennifer Bain, Department of Kinesiology, Health, and Educational Foundations, Northern Kentucky University; Lindsay Willis, Department of Kinesiology, Health, and Educational Foundations, Northern Kentucky University.

Michael Gray is now at the University of Trinidad & Tobago.

Correspondence concerning this article should be addressed to Michael Gray, Programme Professor, University of Trinidad & Tobago, Academy of Sports and Leisure. E-mail: [email protected].

2013-11-25T20:10:16-06:00January 7th, 2009|Contemporary Sports Issues, Sports Facilities, Sports Management|Comments Off on Protective Headgear for Soccer Players: An Overview
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Pay and Performance: An Examination of Texas High School Football Coaches

Submitted by: Scott J. Callan and Janet M. Thomas – Bentley College

Abstract

Salaries paid to high school coaches and team managers have recently generated media and public debate over their justifiability. This research represents an earnings function estimation designed to identify salary determinants for high school football coaches. The theoretical model supporting the analysis builds on models presented in the sports economics literature. To conduct the empirical estimation, we used salary, human capital, performance, and institutional data for coaches of Class 4A and Class 5A 11-man high school football programs in Texas (N = 95). Our results indicate that the determination of overall coaching compensation is significantly affected by human capital investment, measured through experience; by job performance, captured in winning percentage; and by school characteristics, such as location and stadium size.

Pay and Performance: An Examination of Texas High School Football Coaches

Over the past decade, economic investigations of professional sports teams—particularly pay-for-performance studies—have become increasingly prevalent. This emerging research trend has evolved in part because of the broad applicability of economic principles to sporting contexts and also because of the increasing availability of performance and salary data for professional sports participants. Although it has not always been the case, reliable data for selected amateur sports, such as NCAA golf, are also starting to become available, allowing researchers to apply economic reasoning to these varied and important sports environments. (Examples are Callan and Thomas, 2004, 2006, which are investigations of the determinants of success in amateur golf that employed two different samples of NCAA golfers.)

From a theoretical perspective, economic research on sports salaries and performance builds on human capital theory, as first suggested by Becker (1964). Critical to this theory is the belief that education and experience play a significant role in the determination of a worker’s performance and earnings. Simply stated, investments in human capital, such as education, training, and work-related experience, are expected to positively influence compensation.

As for the empirical testing of these theoretical models, most salary investigations within the professional sports literature have focused on individual players as opposed to coaches or managers. It is also the case that most used an earnings function model similar to the one developed by Scully (1974), who studied salary determinants for Major League Baseball players. Consistent with Becker’s (1964) fundamental hypothesis, Scully’s model assumes that a professional baseball player’s development of human capital and skill are critical determinants of his earnings. Since Scully’s original work, numerous studies have adapted his model to other sports settings. For example, Jones and Walsh (1988) examined salary determination for players in the National Hockey League, and Hamilton (1997) did the same for players in the National Basketball Association.

Despite the accumulating research on players’ salaries in various sports, we know of only two papers that adapted Scully’s (1974) original model to an examination of the earnings of team managers or coaches. One is a study by Kahn (1993), and the other is an investigation conducted by Humphreys (2000). A brief overview of each follows.

Kahn (1993) used 1987 data for professional baseball teams to estimate an earnings function for team managers, which in turn was used to analyze managerial quality. Following human capital theory, Kahn’s model specifies earnings as the natural log of manager salary and includes the following as explanatory variables: years of managerial experience; lifetime winning percentage; and a binary variable to control for league (i.e., American or National). Kahn asserts that there are at least two reasons why experience is expected to have a positive effect on earnings. Specifically, more years of experience should reflect (a) greater skills, developed through on-the-job training, and (b) longevity, based on relatively high-quality management ability exhibited over time. Winning percentage captures team performance or success, which also should positively affect earnings, and the binary league variable controls for any league-specific differences in the demand for managerial quality. As expected, Kahn’s results showed that a manager’s experience level and career winning percentage have significant and positive effects on salary, although the league variable was not found to be statistically significant.

Humphreys (2000) used Division I NCAA basketball program data for the 1990–1991 academic year to test for possible gender-based differences in compensation among head basketball coaches. Similar to Kahn’s model, Humphreys’s earnings function defines the dependent variable as the log of annual base salary. Two groups of hypothesized salary determinants are specified: a set of coach characteristics and several control variables to represent the institution where each coach is employed. For the coach characteristics, Humphreys included a dummy variable for gender; experience, in years, to represent investment in human capital; and career winning percentage to measure job performance. In accordance with conventional human capital theory, both experience and winning percentage were assumed to have a positive effect on salary. The institution-specific control variables were intended to capture potential demand-side influences on a coach’s earnings. Included among these were total student enrollment, ticket revenues, and school location. The underlying hypothesis was that greater demand for basketball entertainment, which can be proxied by higher enrollment and larger revenues, should positively influence a coach’s salary.

Humphreys’s empirical estimation across several variations of his model found neither gender nor experience to be significant. However, the results did suggest that performance (measured through career winning percentage) positively affects earnings. Humphreys believed that a high correlation between performance and experience in his sample likely explained the lack of significance found for the experience parameter. Among the institutional control variables, Humphreys found that total enrollment, participation in Division IA games, and ticket revenues exhibited consistently positive effects on collegiate basketball coaches’ salaries.

Clearly, the studies by Kahn (1993) and Humphreys (2000) have helped to identify some of the factors responsible for manager or coach salaries at the professional and collegiate level, respectively. However, to our knowledge, no analogous earnings function estimations exist for noncollegiate amateur coaches, leaving many questions unanswered.

At least until recently, the primary reason for this lack of research on noncollegiate school sports was, apparently, limited or nonexistent data. However, reliable data on high school football in some regions of the United States have now become available. That such a turn of events is timely is evidenced in part by recent media attention to high school coaches’ salaries, particularly in comparison to teachers’ and other school administrators’ salaries. Some journalists report on the relatively high salaries earned by high school football coaches, particularly in the southern and western United States, where high school football is markedly more important to local communities than in other regions (Jacob, 2006; Associated Press, 2006). Others, such as Abramson (2006), counter with a different perspective about coaches’ earnings, referring to long hours worked, particularly in so-called football states like Texas, Florida, and Georgia.

A related issue raised by the media is the extraordinary level of monetary investments made in some high school football programs, an observation that some find particularly striking in the face of funding cuts for educational resources and programs. In a recent issue of a national newspaper, Wieberg (2004) reported on multimillion-dollar projects in Texas, Georgia, and Indiana to build state-of-the art high school football stadiums. This trend, he argued, arises from a competitive race involving high-end facilities and highly paid coaches that has trickled down from the college level. In some states, such competition arises from open enrollment policies, under which schools literally compete for students to preserve their state funding (which is linked to enrollment). Schools also compete for a strong fan base to generate revenues to help support the costs of football programs—including elevated salaries for coaches, some reportedly reaching six figures. Such activity, which is consistent with the demand-side effects on salary suggested by Humphreys (2000), identifies another motivation for exploring the issue empirically.

The present research addressed the critical issues by empirically examining salary determinants for a sample of high school football coaches in Texas. There were a number of reasons for using Texas as the context of the analysis. First, high school football is enormously popular in Texas, and schools there invest heavily in football programs. These observations translate to a favorable opportunity to study demand-side salary determinants for coaches along with the usual human capital factors. Second, and perhaps not unrelated to the first reason, the necessary sample data to conduct an empirical estimation of earnings have become available for the state. Third, because Texas high school football is nationally recognized, we anticipated that our findings concerning Texas coaches would both call attention to underlying issues and stimulate new research on salary determination for those who coach in other parts of the country and in other high school sports.

Method

Sample

Reflecting both data availability and our motivation to capture possible demand-side factors in our model, the sample for this study was 95 head coaches at Class 4A and Class 5A Texas high schools during the 2005–2006 football season. Oversight of high school football in Texas is provided by the University Interscholastic League (UIL). The UIL is a nonprofit organization with a purpose to “organize and properly supervise contests that assist in preparing students for citizenship” (About the UIL, n.d., ¶3); extracurricular activities outside athletics also fall within UIL’s purview. The UIL organizes Texas high school football contests based on schools’ geographic locations and enrollments. It divides football programs into 6-man and 11-man classifications. Most small schools (i.e., those with fewer than 100 enrolled students) participate in 6-man football, but the majority of Texas high school football programs are 11-man programs. The sample for this study was drawn from 11-man programs only.

Giving greater context for our analysis, table 1 presents the breakdown by classification of the 1,033 11-man high school football programs in Texas. The UIL identifies 32 geographic districts within Texas. The average number of football teams within each district ranges from 5.13 in Class 1A, to 7.53 and 7.69, respectively, in the larger 4A and 5A classes. The data indicate that significant enrollment differences exist across these various conferences. Classes 4A and 5A comprise the largest schools, those with enrollments as high as 2,084 and 5,852, respectively.

Table 1

2008–2009 Season Data for Texas High School 11-Man Football Teams, by Class

Class Number of districts with football programs in the class Number of schools with football programs Average number of schools per district Minimum enrollment Mid-point enrollment Maximum enrollment
1A 32 164 5.13 69.00 134.00 199.00
2A 31 205 6.61 201.00 314.75 428.50
3A 32 177 5.53 222.00 599.00 976.00
4A 32 241 7.53 533.00 1,308.50 2,084.00
5A 32 246 7.69 1,515.00 3,684.00 5,852.00

Note. Conference 2A spans 32 districts, but no school in District 24 has an 11-man football program. From “Alignments (updated for 2008–2010),” n.d., retrieved June 14, 2008, from http://www.uil.utexas.edu/athletics/football/

Measures

For each coach in our sample, we collected earnings data for the 2005–2006 academic year from a Dallas Morning News article, creating our empirical model’s dependent variable, SALARY (Jacob, 2006). According to a recent article in the popular press, a Class 4A or Class 5A head coach typically works 70–100 hr per week and is under contract for a 226-day work year (Texas Twist, 2006). Some coaches also teach, and some hold administrative positions such as athletic coordinator or athletic director. Our empirical model defined the variable ADMIN as a binary variable equal to 1 for a coach having administrative responsibilities or to 0 otherwise. We expected that coaches with administrative positions in addition to coaching responsibilities would earn higher salaries than those with coaching responsibilities only. Hence, we anticipated that the estimated parameter associated with ADMIN would be positive.

To capture each coach’s investment in human capital, we defined two distinct measures, GAMES and ROOKIE. Because the number of contests each team plays annually is fairly consistent, the GAMES variable was allowed to serve as a proxy for each coach’s cumulative head coaching experience in years (the data we would have preferred as our measure of human capital investment, had they been available). The GAMES variable actually measured the cumulative number of games for which an individual had acted as a head coach. Increases in this human capital variable were expected to have a positive influence on coaches’ salaries. The binary variable ROOKIE equaled 1 for a coach who was a rookie head coach (i.e., had no more than one year’s experience) and 0 for more experienced coaches. We anticipated that the parameter on this variable would be negative, reflecting the market’s ability to pay a rookie coach a lower salary than a veteran coach.

The sports economics literature suggests that in addition to experience level, how able a coach is, reflected in job performance, is an important determinant of compensation. Both Kahn (1993) and Humphreys (2000) used a coach’s career winning percentage to capture job performance. Following their approach, we defined a variable, WP, to measure the overall career winning percentage for each coach in our sample. If a coach’s winning percentage increased, we hypothesized, his salary will be higher, holding all other factors constant.

We further theorized that a coach’s salary would be influenced by demand-side characteristics (Humphreys, 2000), which would be linked to attributes of the high school employing the coach. One such characteristic was student enrollment, which we measured in the ENROLL variable, obtaining data from PigskinPrep.com, a website devoted to Texas high school football. (PigskinPrep.com’s Class 4A data was found at www.texasfootballratings.com/4ADistEnrollmentRealign.html and its Class 5A data at www.texasfootballratings.com/5ADistEnrollmentRealign.html). Schools with larger enrollments are expected to pay their coaches higher salaries, so we expected to find a positive relationship between ENROLL and SALARY.

Moreover, because Texas football has a following that extends beyond the student body, it was important to include some measure of community demand for the sport. Indeed, H. G. Bissinger (1990) suggests, in his best-selling book Friday Night Lights, that football in Texas is a community event. Therefore, we included the variable STADIUM in our empirical model to measure seating capacity at the facility where each coach’s school played its home games; the Texas High School Stadium Database (www.texasbob.com/stadium) provided the measures for each stadium. STADIUM was intended to capture a community’s market demand for high school football. Adapting Humphreys’s (2000) logic to our model, we expected that high school teams playing in larger stadiums would generate more revenue than those playing in smaller facilities, yielding more funds with which to compensate their head coaches, and hence we expected STADIUM to be positively related to SALARY. While we viewed stadium capacity as a reasonable proxy, we would have preferred including ticket revenues directly in our model, as Humphreys did, had such data been available for the individual Texas high schools. UIL does track football gate receipts for Texas high schools as a group. They totaled $1,102,798 for the 2005–2006 season, more than any other high school sport in Texas generated (West, Davis, and Company, 2008).

Lastly, following Humphreys (2000) we included a location-specific variable, DALLAS, in our model. The measure is a binary variable equal to 1 for a school located in the Dallas school district or to 0 otherwise. The variable controls any salary differences associated with location in the Dallas urban district. Earnings levels in urban districts may differ from those in other districts, due to differences in cost of living and/or population. However, since the relative magnitude of any such effect was not known a priori, the qualitative relationship between SALARY and DALLAS could not be predicted.

Procedures

To estimate the earnings function for each head coach in the sample, we used multiple regression analysis to examine the relationship between earnings and the defined human capital investment measures, job performance, and demand-side characteristics. As the literature suggests is typical, we transformed the dependent variable, SALARY, by natural logs. This transformation meant that the effect of each explanatory variable on earnings could be interpreted as a percentage change.

Results and Discussion

Fundamental statistical analysis was used to describe the variables in our data set. Table 2 presents the basic descriptive statistics for the sample of 95 Class 4A and Class 5A head football coaches. Note that, on average, a coach in this sample earned slightly more than $82,000 per year, and that 9 out of 10 coaches performed some administrative duties. The average coach had participated in approximately 107 games and achieved an overall career winning percentage of 53.41. Because a typical season consists of approximately 10 games, the mean value of 106.8 for GAMES suggests that the average coach in our sample had over 10 years of head coaching experience. Only 7% of the coaches were rookies.

Regarding institution-specific characteristics, the mean value for school enrollment was 2,310 students, and the average high school stadium seated 10,963 fans. The difference between the two measures indicates that demand for Conference 4A and 5A football extends well beyond the student body to the larger community. We also observed that 20% of coaches in the sample were employed at schools in the Dallas school district.

Table 2

Basic Descriptive Statistics for Class 4A and Class 5A Head Coaches (N = 95)

VariableMeanStandard DeviationMinimumMaximum

SALARY 82,179.00 10,457.00 50,117.00 106,044.00
GAMES 106.80 89.67 10.00 401.00
ROOKIE 0.07 0.26 0.00 1.00
WP 53.41 17.30 5.00 84.00
ADMIN 0.91 0.29 0 1.00
STADIUM 10,963.00 3,795.00 3,500 21,193
ENROLL 2,310 849.12 1,076 5,652
DALLAS 0.20 0.40 0.00 1.00

Table 3 presents the multiple regression estimates for our hypothesized earnings function model. (Several model specifications were estimated; overall results for the alternative model specifications did not differ significantly from the results presented in table 3.) On the basis of the adjusted R-squared statistic, our regression model explains over 58% of the variability in the natural log of earnings. The overall fit of our model compares favorably with those presented by other researchers. Each regression model presented by Kahn (1993) and Humphreys (2000) explained less than 50% of the variability in, respectively, professional coaches’ salaries and collegiate coaches’ salaries.

Table 3

Regression Model Parameter Estimates (Dependent Variable = Natural Log of Salary)

Determinant Parameter estimate
    Intercept 11.11†
Human capital variables
    GAMES 3.96 E-04†
    ROOKIE -0.09**
Job Performance variable
    WP 8.88 E-04†
Institution-specific characteristics
    ENROLL 2.94 E-05**
    STADIUM 3.55 E-03†
    DALLAS -0.17†
Other factors
    ADMIN 0.04
F-statistic 19.81 (p value < 0.001)
R-squared 61.45
Adjusted R-squared 58.34

* p < 0.05, assuming a one-tailed test of hypothesis for ENROLL and two-tailed tests elsewhere. ** p < 0.01, assuming a one-tailed test of hypothesis for GAMES and two-tailed tests elsewhere. † p < 0.10, assuming a one-tailed test of hypothesis for WP and STADIUM.

Turning attention next to the model’s individual parameter estimates, we made a series of important observations, starting with the two measures of human capital investment. First, as anticipated, the algebraic sign on the ROOKIE parameter was negative, meaning that a coach with no more than 1 year of experience received less compensation than veteran coaches. On average, the difference was approximately 9%. Second, the estimated directional effect for a coach’s level of experience, measured through the GAMES variable, was consistent with expectations. Specifically, we found that GAMES had a statistically significant positive effect on a coach’s salary. Holding all other factors constant, each additional year of coaching experience increased salary by, on average, approximately 0.4 percentage points. (We assumed that 10 games represented about 1 year of play; the GAMES parameter estimate hence indicates that each additional game coached translated to a salary increase of about 0.04%, a year’s worth of games thus representing 10 times that salary increase, or 0.4%.) In contrast Kahn’s (1993) investigation of Major League Baseball managers showed that each additional year of experience in professional ball increased a manager’s salary by 2.35%. Humphreys’s (2000) investigation of NCAA basketball coaches did not find the analogous effect on salary to be statistically significant. He argued that a high correlation (0.60) between career winning percentage and years of experience most likely produced the insignificant result for the latter variable. The correlation coefficient between GAMES and WP in our model was markedly lower (0.46).

Holding constant a coach’s investment in human capital, we obtained further results indicating that a coach’s job performance, measured by WP, has a statistically significant positive effect on compensation (a one-tailed test was used). Qualitatively, this result is consistent with those presented by Kahn (1993) and Humphreys (2000). The specific estimated value suggested that an increase of 10 percentage points for WP increased a coach’s salary by approximately 0.9%. Clearly, this finding suggests that winning is important in high school football. However, the common sports adage “Winning is everything” seems an overstatement, at least in the context of how high school football coaches’ salaries are determined.

Quite predictably, our results also indicate that demand-side factors are relevant to the determination of coaches’ overall compensation. For two of the demand-side, institution-specific variables, STADIUM and ENROLL, each of the obtained parameters had the predicted positive sign. Using a one-tailed test, the parameter on STADIUM was statistically significant at the 10% level. This suggests that coaches at schools with larger stadiums, and hence greater demand for high school football, receive higher compensation than those at schools with smaller stadiums. The parameter on ENROLL was positive and statistically significant on the basis of a two-tailed test. As expected, then, larger schools tend to compensate coaches at higher rates than do schools with relatively fewer students. The specific estimated value implies that for every additional 100 students enrolled in a school, its football coach’s salary is about 0.29% higher. The underlying premise is that demand for football games is greater when the student body is larger.

The algebraic sign of the parameter on the urban location variable, DALLAS, was negative and statistically significant at the 1% level. This finding differs from Humphreys (2000), who in his study of NCAA basketball coaches did not find the urban location variable to be significant. It might be the case that the result in our model is specific to the Dallas, Texas, area and cannot be generalized to other urban areas. In any case, we can say that the subsample of Texas high school coaches employed by the Dallas school district earned about 17% less than their counterparts in other districts. This negative effect might reflect a larger population of available coaches in the area, which would mean greater competition for available positions and hence lower salaries. It might also be a function of the relatively low cost of living in Dallas, suggested by consumer price index levels for Dallas versus other areas (U.S. Department of Labor, 2008).

Finally, while the parameter on ADMIN had the expected sign, the finding was not statistically significant. This result may be due to the fact that over 90% of the head coaches in our sample held some type of administrative position in addition to their regular coaching duties. The resulting lack of variability in this measure may be responsible for its insignificance in our earnings function.

Conclusion

It is well documented in the sports economics literature that, holding ability constant, a player’s investment in human capital and his overall performance contribute significantly to the determination of overall compensation. Building on these findings, recent research in sports economics has applied earnings function analysis to an examination of salaries paid to professional and collegiate team managers and coaches. Although this segment of the sports literature is still in its infancy, thus far the empirical findings are generally consistent with those for players. That is, investments in human capital and job performance seem to be significant determinants of managers’ and coaches’ salaries, just as they are of players’ salaries.

In this research study, we extended the analysis of sports managers’ and coaches’ salaries to the noncollegiate amateur level, using a sample of Texas high school football head coaches employed during the 2005–2006 season. Following the approach used in investigations of professional sports, we modeled and estimated an earnings function, using conventional regression analysis. Our model specified a series of potential salary determinants, including human capital measures, a performance variable, and institution-specific demand-side factors.

Our statistical findings indicate that coaches’ salary determinants at the high school level are qualitatively consistent with those identified in the literature for professional and collegiate coaches. Specifically, a high school coach’s development of human capital was shown to be a statistically significant determinant of his salary. Moreover, a coach’s performance or ability to win games, as measured by career winning percentage, also affected his earnings. Lastly, consistent with findings presented by Humphreys (2000), we found that demand-side, institution-specific influences such as the size of the fan base can affect a coach’s compensation.

Taken together, the results of this research, we believe, make an important contribution to the literature examining compensation paid to sports participants, because they broaden its scope to include coaches at the high school level. The findings are timely, as well, given recent media attention to coaching salaries and the associated debate about rising investments in high school sports programs concurrent with funding cuts for education. We are hopeful that, as new data become available, other researchers will seek to validate our findings in other locations and for other high school sports throughout the country. This in turn could help stimulate important dialogue about the level of compensation for coaches relative to other educational professionals and whether that compensation appropriately rewards experience and performance.

References

About the UIL [University Interscholastic League]. (n.d.). Retrieved June 14, 2008, from http://www.uil.utexas.edu/about.html

Abramson, A. (2006, October 31). High school football coaches want pay to stay. Palm Beach Post. Retrieved September 24, 2008, from http://www.palmbeachpost.com/highschools/content/sports/epaper/2006/10/31/a1c_highschoolcoaches_1031.html

Becker, G. S. (1964). Human capital: A theoretical and empirical analysis, with special reference to education. New York: National Bureau of Economic Research.

Bissinger, H. G. (1990). Friday night lights: A town, a team, and a dream. Cambridge, MA: DaCapo Press.

Callan, S. J., & Thomas, J. M. (2004). Determinants of success among amateur golfers: An examination of NCAA Division I male golfers. The Sport Journal, 7(3). Retrieved September 24, 2008, from https://thesportjournal.org/article/determinants-success-among-amateur-golfers-examination-ncaa-division-i-male-golfers

Callan, S. J., & Thomas, J. M. (2006). Gender, skill, and performance in amateur golf: An examination of NCAA Division I golfers.” The Sport Journal, 9(3). Retrieved September 24, 2008, from https://thesportjournal.org/article/gender-skill-and-performance-amateur-golf-examination-ncaa-division-i-golfers

Hamilton, B. H. (1997). Racial discrimination and professional basketball salaries in the 1990s. Applied Economics, 29, 287–296.

Humphreys, B. R. (2000). Equal pay on the hardwood: The earnings gap between male and female NCAA Division I basketball coaches. Journal of Sports Economics, 1(3), 299–307.

Jacob, M. (2006, January 9). High school football coaches cashing in. Dallas Morning News. Retrieved September 24, 2008, from http://www.dallasnews.com/sharedcontent/ dws/spt/highschools/topstories/stories/010806dnspocoachsalaries.2a4475f.html

Jones, J. C. H., & Walsh, W. D. (1988). Salary determination in the National Hockey League: The effects of skills, franchise characteristics, and discrimination. Industrial and Labor Relations Review 41(4), 592–604.

Kahn, L. M. (1993). Managerial quality, team success, and individual player performance in Major League Baseball. Industrial and Labor Relations Review 46(3), 531–547.

Scully, G. W. (1974). Pay and performance in Major League Baseball. American Economic Review, 64, 915–930.

Texas twist: Football coaches earn more than teachers. (2006, August 27). ESPN.com. Retrieved September 24, 2008, from http://sports.espn.go.com/sports/news/story?id=2562629

UIL [University Interscholastic League] alignments (updated for 2008–2010). (n.d.). Retrieved June 14, 2008, from http://www.uil.utexas.edu/athletics/football/

U.S. Department of Labor, Bureau of Labor Statistics. (n.d.). Consumer Price Index, Retrieved July 15, 2008, from http://www.bls.gov/CPI/home.htm

West, Davis, and Company. (2008, January 25). University Interscholastic League: Annual financial report (statutory basis) for the year ended August 31, 2006. Retrieved June 14, 2008, from http://www.uil.utexas.edu/policy/pdf/05_06financial_report.pdf

2016-10-12T14:56:39-05:00October 7th, 2008|Contemporary Sports Issues, Sports Coaching, Sports Facilities, Sports Management|Comments Off on Pay and Performance: An Examination of Texas High School Football Coaches
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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

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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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