Ethic in Coaching?

The
history of public relations is littered with confirmations
and allegations of unethical behavior
demonstrated by coaches and athletes. The latest firing of
Indiana University’s notorious
Bobby Knight and the suspension of baseball’s John Rocker
are two recent cases that involved
poor decision making on the part of Knight and Rocker. Professionals?
One often wonders
from what moral foundation do participants in the world of
sport chose to make their decisions
and subsequently act (1). Their ethical conduct was in question
and steps were taken to
remedy the situation.

Ethics means more than being honest and obeying the law; it
means being morally good (2). Every athlete, every coach has
to face the ethical dilemma of “What is ethics and what
criteria
should I follow ?” Knowing what is right and what is
wrong defines the boundaries of ethics.
Those involved in sport organizations need to be their own
public relations expert and make
decisions on what is best for them and their organization.
But how many of those involved in
sport know how to deal with a controversial issue, the public,
etc? Coaches and athletes need to
be educated in public relations and situations such as Bobby
Knight and John Rocker could possibly
be avoided. Managers must help their employees decide what
is right and what is wrong.
But how and where do we begin?

The bottom line with regard to ethics rests within the “Golden
Rule”: Treat others in the
way you would like to be treated. This concept is not new.
The principles that shape ethical
conduct have remained constant while people have chosen to
manipulate those principles in
ways which foster self-promotion and self-aggrandizement (3).
Coaches and athletes should 1 be the most ethical persons
in an organization. The public and all of its people are constantly
observing
and scrutinizing sport organizations. Sport organizations
are in the public eye and the
public should demand nothing less than professionalism from
its athletes and coaches.

Everyone knows that athletes and coaches are role models.
Any prospective coach or athlete
should be aware of and strive to produce positive images and
public relations for the sake of
the sport organization and the community. How a coach proceeds
in developing a relationship with
the media and the public is vital. High profile athletes and
coaches should realize that public
relations is a major part of their job. Literature points
to the fact that coaches need to communicate
their role in society with various groups. Standards and tenets
should be used as a guideline
to help develop ethical behavior.

“What
is ethics” and how a coach should go about developing
a sound ethical sports program
poses a dilemma to any rookie coach or manager. Whose ethics
to follow is often in question.
How does one choose? Mark McElreath has identified five factors
that one should consider
in developing ethical behavior. Sound ethics can enhance one’s
athletic program and give a
solid foundation on which to stand and build.

Ethics is defined by Mark McElreath as “a set of criteria
by which decisions are made about what is right and what is
wrong.” The most ethical person in a sport organization
should be the coach. How a coach should develop ethical behavior
begins by looking at five factors:

  1. Tradition
    Ways in which the situation has been viewed or handled in
    the past.
  2. Public Currently acceptable behavior according to the majority
    of one and Opinion their peers.
  3. Law Behaviors that are permissible and those that are prohibited
    by legislation.
  4. Morality Generally, a spiritual or religious prohibition.
    Immorality is a charge usually leveled in issues on which
    religious teachings have concentrated.
  5. Ethics Standards set by the profession, an organization,
    or oneself, based on conscience-what is right or fair to
    others as well as to self (6).

The world of sports is bound by rules and is very fragile
in the face of the moral quest for
betterment. Those people in a position of sport leadership
must possess a strong sense of priorities,
purpose and ethics for themselves and their programs. The
sport participants and the
sport should begin with looking at the coach and the five
moral obligations a coach should possess:

  1. To ourselves-to preserve our own integrity.
  2. To our athletes-to honor their contracts and to use our
    professional expertise on our athletes behalf.
  3. To our sport organization-to adhere to organizational goals
    and policies.
  4. To our profession and our professional colleagues-to uphold
    the standards of the profession and, by extension, the reputation
    of our fellow practitioners.
  5. To society-to consider social needs and claims (7).

Moral obligations could be considered controversial, yet they
are the basis for beginning to establish a noble and virtuous
career as a coach. The explicit goal of all competitive sports
is to
win within the rules. When athletic participants engage in
competition for its inherent pleasure,
generally very few problems based upon ethical conduct emerges
(8).

Any derivation from the inherent pleasures of simple participation
intensifies the pressure
to win therein influencing the ethical constraints in decision-making,
risking the loss of important
“teachable moments” which make sport the educational
tool it can be. Lumpkin (1990)
states: When winning becomes the primary objective, other
potential outcomes are lost.

Coaches
are usually the ones initially caught up in this win-at-all
cost attitude. To fulfill their own
ego needs, coaches too often pressure their young players
to play while injured, to violate the
rules to their advantage, and to quit if they are not good
enough (9).

When the outcome becomes so highly significant that some or
all of the participants employ whatever means possible to
achieve success, then the questionable behavior is covertly
or overtly employed, to the detriment of values and sound
character, and the ideals of sport.

Today’s
interscholastic sport managers and coaches are faced with
more and more difficulty in making ethical decisions and appear
to be distancing themselves away from a solid foundation for
making
ethical decisions.

A solid foundation begins with building the five factors for
ethical behavior and moral obligations.
The adoptions of these five factors could be the beginning
of something positive for sports.
If moral and ethical values are to result from athletic programs
then coaches must emphasize
them.

One might question if ethics in sport should have principles
and values. The principles speak largely to character development,
not the accumulation of victories. Four tenets have been identified
and linked to modern sports. These tenets intertwine sport’s
ideals and ethics. Each tenet
sustains the inherent and traditional values of sports, reinforcing
the “goodness” of the experience.

  1. Athletes must always be considered ends and not means (10).
  2. The competition must be fair (11).
  3. Participation, leadership, resources, and rewards must be
    based on achievement rather than ascribed characteristics
    (12).
  4. The activity must provide for the relative safety of the
    participants (13).

These
four tenets draw from the fields of religion, philosophy and
psychology, valuesthat serve as a foundation of a way of life.
Coaches are expected to conduct themselves in accordance with
certain values or moral standards. Sport ethics should concentrate
on how moral standards apply to sport policies, institutions
and behaviors. It is presumed that standards of ethics
are not innate but are acquired or learned through models
and various life experiences. If they
are learnable, then they are teachable.

Ethical behavior in sport oftentimes requires incredible moral
courage, meaning the resolve
to cohere to one’s values in unsavory times, to resist pressures
from short-term actions not in
the team’s or institution’s long-term best interests. The
weight to conform to “politically correct”
statements and positions outweighs the necessity to express
unpopular opinions or ideas.

Numerous professional organizations provide both general principles
and rules to cover most
situations that need an immediate decision. A Code of ethics
are a common set of values upon
which coaches build their professional work. It is the individual
responsibility of each coach
to aspire to the highest possible standards of conduct. Coaches
respect and protect human and civil rights, and do not knowingly
participate in or condone unfair discriminatory practices.

Increasing
the professionalism in coaching can be accomplished by following
a code of ethics.
The role of the coach is viewed by various groups in the public.
The code of ethics not only
involves dealings with athletes, but other groups as well.
The coaches family, faculty, community
agencies, other coaches and the news media extend beyond the
gyms and fields. A positive
view should be presented as a coach is a public figure. How
the coach views and deals with
situations is based on his ethics.

Coaching professionals must recognize that while a decision
can be made alone, the effects
of the decision may be far reaching and can reflect on the
integrity of the individual who made
the decision and on his/her organization. The professional
must ask themselves questions to
consider in order to maintain an ethically principle-centered
perspective in a decision-making process:

  • Do I/we have all the information they need? Do I/we need
    to speak to someone else, such as the legal staff, to obtain
    what is needed?
  • What
    are possible options? Are they legal? Do they violate any
    federal, state,
    district, or league organizational policy or standard?
  • Do the options support my/our values and personal ethics?
    Can I/we justify
    them in the light of my/our values and business ethics?
    If not, the option probably is not ethical.
  • What are the short-term and long-term consequences of each
    option? Who or what does each option benefit? Who or what
    does each option harm?
  • Am/Are I/we still comfortable with the options? How will
    they be perceived by
    others? Could they embarrass any party(ies) involved?

After professionals weigh the options against their ethical
standards, they are ready to make their decision and share
it with those involved. The leader or coach must make sure
they conceptualize and articulate the decision so that subordinates
view it as consistent with their stated shared values and
ethics. The leader cannot completely protect themselves and
their programs from the unethical behavior of associates and
related other parties, but they can build into
their programs a strong ethical foundation that will keep
themselves and their organization strong
in both good times and bad.

A part of becoming a professional is adherence to the highest
organizational and personal ethical
standards. Leaders as well as followers in any group must
establish the ethical tone for the
organization. If leaders at all levels, junior high to college,
choose to act beyond reproach, reward
correct behavior, and refuse to tolerate wrong doing, there
is a much greater chance that the
entire organization will behave ethically.

References

  1. Reilly, R. (1995). Putting it in writing. Sports Illustrated,
    82 (2), 64, p1.
  2. Baskin, O, Aronoff, C & Lattimore, D. (1997). Public
    Relations: The Profession
    and the Practice (4th ed). Madison: Brown and Benchmark.
  3. Petersen, D. (1968). The Clinical Study of Social Behavior.
    Englewood Cliffs,
    N.J.: Prentice Hall, p 32.
  4. Staffo, D. (1989). Enhancing Coach-Media Relations. Journal
    of Physical Education, Recreation and Dance, v60, n7,p25-27.
  5. Giamatti, A. (1989). Take time for paradise. New York: Summit
    Books.
  6. ibid 2
  7. Bivins, T. (1992). A Systems model for ethical decision
    making in public rela-
    tions. Public Relations Review (Winter 1992) p. 375.
  8. Beisser, A.R. (1967). The madness in sports. New York: Appleton-Century-
    Crofts.
  9. Lumpkin, A. (1990). Physical education and sport: A contemporary
    introduc-
    tion. St. Louis: Times/Mirror/Mosby College Publishing.
  10. Merriman, J. Hill, J. (1992). Ethics, law and sport. Journal
    of Legal Aspect of
    Sport, 2(2), 56-63.
  11. Jones, B., Wells, L., Peters, R., and Johnson, D. (1988).
    Guide to effective
    coaching principles and practice. Newton, MA: Allyn and
    Bacon.
  12. Coakley, J. (1994). Sport in society: Issues and controversies.
    St. Louis:
    Mosby Publishers.
  13. Conn, J. (1997). Legal concepts and court finding in kinesiological
    settings.
    Unpublished Manuscript. Warrensburg, MO: Central Missouri
    State University
  14. Donald, L. (1988). The media and the coach, again. Today’s
    Coach, 10(6), 2-3.
2013-11-26T21:52:29-06:00February 14th, 2008|Sports Coaching, Sports Management, Sports Studies and Sports Psychology|Comments Off on Ethic in Coaching?

The road to success comes through hard work, determination, and personal sacrifice

I
would like to break this winning formula down into “easy
to chew” bite-sized chunks. In doing so, we will look
at four smaller nuggets of truth. The first nugget is: “THE
ROAD TO SUCCESS,” the second is: “HARD WORK,”
the third: “DETERMINATION,” and the fourth nugget
worthy of a closer look is: “PERSONAL SACRIFICE.”
For our conclusion, I will ask, “Who will answer this
call?”

Let
us get started with the first nugget of truth, “THE ROAD
TO SUCCESS.” The road to success starts within a heart
that wants to be the best at something–a heart, mind, and
soul that does not want to be ordinary, but extraordinary.
These words of hope come from the roots of our country’s heritage
where ordinary people, who have a dream, work hard to achieve.
Let these words of truth breathe life into the core of your
bones. Winners never look for the easy way out. They simply
look at the impossible, and say to themselves to set their
heart upon this lofty dream and chase after it with their
whole heart. The road to success is narrow, and many will
miss it because the road to failure is broad and easy. Plant
your feet firmly upon the rock of your desire to become the
best. It is easy to fail; do not work hard, and do not have
a dream–that is all it takes. However, that is all right,
because somewhere out there is an ordinary person hoping that
is exactly what you are doing–nothing. Yes, the road to an
average, mediocre life is easy, but for those who have a dream,
the road to success is another story. Count the cost before
you start down this road; for in a month, or in a year will
you still be fighting to become the best? Oh, but the road
to success is filled with life, happiness, and sweet, sweet
victory! Are you ready to travel down this road to success
no matter what the price? Learn to enjoy the journey and be
committed to the long haul to achieve your heart’s desire.

Let
us now turn to the second nugget of truth, “HARD WORK.”
It will take hard work on the part of anyone who wants to
be the best. How much work will it take? That depends on your
final goal, or the greatness of your dream. If you want to
be the best, then you are going to have to do more than others
do. Kobe Bryant, in the off season, shoots 2000 times a day.
Are you willing to work that hard to be the best? Any ordinary
person can stay ordinary, but those who will work hard, doing
a daily routine, will become extraordinary people. Ordinary
people do not just wake up one day with large, strong arms
or legs; they use hard work to build their muscles. There
is no secret here and definitely no short cuts. No one is
born looking like Mr. Universe. Do you want to be bigger,
stronger, and faster? You must buy into this daily work ethic.
You must learn to carry this method of success into every
realm of your daily existence. If you will learn to reflect
a spirit of excellence in everything you do, the hard work
will become second nature to you. Make a name for yourself
by being the best at everything you set your mind to master.
Become a daily learner, a daily reader, and educate yourself
in the area that you want to be the best. “HARD WORK;”
there is no easy way to accomplish what no other has done.
“HARD WORK” built America. “HARD WORK”
is one element which will help you achieve your greatest dreams.
The problem with our human nature is that we want everything
right now. We have become a “microwave society.”
We want success the same way; we want it right now and we
want it the easy way. Sorry, wrong answer. If you buy into
this type of method for success, then you are the one who
probably buys lottery tickets, hoping for your millions. The
odds of that happening are stacked against you; those people
make a lot of money from those tickets. There is nothing that
pays off better than good old fashioned HARD WORK!

A
farmer goes out and works hard to plant his crop. He waters
it, weeds it, and even fertilizes his field. His, “HARD
WORK” will pay off at harvest time. If the farmer did
not water, weed, and fertilize his crop, it would yield very
little. If the athlete will not plant a crop of “HARD
WORK” he, too, will yield nothing for his effort. All
of this takes time; the farmers, as well as the athletes,
earn great rewards from their continual effort. With “HARD
WORK,” you can expect to get bigger, stronger, and faster.

Let
us chew for a while on the next nugget of success, “DETERMINATION.”
Another word that fits this section is tenacity. Never give
up your dreams. Set your mind, soul, and heart upon doing
everything necessary to become your best. Notice I said, “Your
best;” learn how to become the best you are capable of.
“DETERMINATION” means that you look at yourself
and make no excuses. As you find your weak areas, attack them
to better yourself. One of my weak areas of life was reading.
I gave up all my excuses and started reading everything in
the area of my interest; now I love to read. One might have
very weak arms; get over it and get busy correcting the problem
area. Are you out of shape? Get over it and be determined
to change that problem. Do you have problems in Math? Get
over it, ask for help, and learn. Never let your emotions
have the best of you. Control your emotions and do whatever
it takes to be the best.

A
young man won a gold metal in the Olympics on the pistol rage
using his right hand. He went home after the competition a
winner, but he had a dream to win a second gold metal in four
years. While at work, his right hand was crushed by machinery
to the point surgeons had to amputate his shooting hand. Our
young man was “DETERMINED,” and left himself no
excuses. Our athlete went to work, developed his left hand,
went back to the following Olympics, and won his second gold
metal. This, my reader is “DETERMINATION” to the
extreme. He did not have a right hand. What is your excuse?
Another high school student lost his leg, yet he plays on
the line for his team. What is your excuse? I had a friend
who had polio in his legs, making them both useless; however,
he was on our wrestling team at my school. He would crawl
after his opponents, then he would pin them. He became a wrestler
for a college team. Do you have DETERMINATION?

“PERSONAL
SACRIFICE” is next on our agenda on which to meditate.
What will it take to become the best? This section is really
all about making daily choices to stay on the narrow road
to success. Instead of another video game to exercise your
thumbs, buy equipment, which will help you become the best.
I am sure that Kobe Bryant bought a basketball instead of
video games. I am sure the man who lost his hand wanted to
give up and quit, but instead went out and bought a left-handed
gun. Instead of doing what you want to, do what is necessary
to become the best. I wanted to become a better athlete at
one point in my life, so I set a daily routine and stuck with
it, even when I did not feel like it. I asked my father to
build me a goal post in our back yard. I would go to the neighbors
and kick from their back yard, day in and day out. I won the
kicking position that year on the varsity squad. This is “PERSONAL
SACRIFICE.” Make the right choices about your diet, your
sleeping habits, and your friends (yes, even your friends.)
Place around you people who will help you achieve your dreams.
Spending time with those who do drugs and want to get in trouble
will carry you far away from your dreams.

After
working with youth for over 22 years, I see those who have
no vision or plan for their lives perish. However, those who
will make the plans and make the personal sacrifices necessary
to succeed, go on in life to be successful. I started to speak
life into the world of an eighth grader on the road to destruction
using drugs. Since then, she has become a highly successful
artist, graduating from an art college with honors. There
was a freshman, though once devastated by her parents’ separation,
has now become an elementary school teacher. My daughter,
Leia, set aside her love life until she reached her goal of
becoming a registered nurse. Keep your focus on the prize.
Set your dream, your goal in front of you, and then stay focused
on it. My daughter will graduate from college this May, and
at the age of 22 is willing to think about her love life and
place someone in her life with the same type of dreams.

“Who
will answer this call?” Those who dare to be the best
and are positive will answer the call. Those who answer the
call are not afraid of trying to become someone special, someone
important, and someone successful. It is better to have tried
and failed than to have never tried. Those will answer who
want their life to mean something and want to be remembered
for their achievements. “Who will answer this call?”
There is a call going out to all. Will you step up and answer
the call to be someone of excellence? Will you, can you, or
are you going to step on to the road which leads to success?
It does not matter where you step on to that road; it only
matters that you step on to it, and are determined to never
get off the road once you are there. “Who will answer
this call?” Few people answer this call. Will you be
the one that will overcome all obstacles in your way as you
travel long and hard down this narrow road? It does not matter
if others will answer this call; what matters are your own
deep convictions. Will you answer this call of life? One additional
benefit is others may follow if you show them the way through
your example.

I
have answered this call in my life to be the best I was created
to be. I have been on this road since 1981, and have led many
down the same road. Enjoy life by enjoying the process of
success. Enjoy those around you as you see them progress down
the same road. Rejoice with them as they rejoice with you
in the triumph of overcoming all the odds to become the best
you can be.

Coach Duane Lee Bemis M.Ed.

The
Pledge of Success

  • I,
    _______________________________, will answer the call.
  • I,
    _______________________________, promise myself to “WORK
    HARD.”
  • I,
    _______________________________, promise myself to be “DETERMINTED.”
  • I,
    _______________________________, promise to make the “PERSONAL
    SACRIFICES” needed to become a winner.
  • I,
    _______________________________, want to step on to the
    road that leads to success.
  • I,
    _______________________________, will place others around
    me who want to be winners.
  • I,
    ______________________________, on this date: _______-_______-
    2001, of my own free will, sign this pledge because I want
    my life aligned with the statement:
2017-08-07T15:11:51-05:00February 14th, 2008|Sports Management, Sports Studies and Sports Psychology|Comments Off on The road to success comes through hard work, determination, and personal sacrifice

Information Technology for Sports Management

Introduction

This article will address the topic of information technology for sports management and will attempt to provide an overview of how information technology (called IT) is changing the nature of management practices in sport. The discussion of IT applications in the profession can be done in a few broad areas:

1st How the tools of today’s “technological revolution” can be applied to the administration of sport.

2nd How developments such as the Internet and world wide web help in specific management functions such as training and marketing

3rd How e-commerce can make participation in sports more available through lower priced equipment and lastly,

4th The digital divide: and underlying condition that keeps some from participating fully in the benefits in the IT revolution.

The Technological Revolution

We are living in the midst of one of those very unusual occurrences that come along once every few generations: a society wide paradigm shift. The close of the last millennium has seen a fundamental change that is moving society the age of industry to the age of information. The currency in this new society that is being formed is information and the medium of exchange is called IT (and sometimes computer technology – CT). IT is simply the tools and methods used for the identification, organization and manipulation of facts that we call data. IT has become the engine that is driving all sectors of today’s economy be it industry, government, education or indeed, sports.

The most important piece of equipment that lies at the heart of the whole IT process is the computer. The computer and the software that it runs is an essential element in the new societal paradigm and it is a key to success for the modern sports manager. It is THE piece of equipment that allows the sports administrator to maximize the return on scarce resources whether this is people, facilities and equipment or finances. In turn, it is also perhaps the single most important tool to the sports administrator to extend the reach of sport and recreational programming to as many potential participants as possible.

Just as money has been the currency and a source of power in the old paradigm, information is the currency and a source of power in the new paradigm. No where is the old saying “that knowledge is power” more true than in a society where information or data is the force that drives the new economy. The secret to managing knowledge and information is in the development and maintenance of computer databases.

A database is nothing more than an organized collection of common records that can be searched, accessed and modified. Database software is very widespread as most standard office computer software packages will typically have a simple database program in addition to word processing, spreadsheet and presentation applications.

There is, however, a far more powerful and useful kind of database for sport managers than the one that comes in the standard software suite: the relational database. A relational database is a data management system that stores information in a series of tables consisting of rows and columns of data. When the operator conducts a search, a relational database allows the individual to match data from one table with data from a second to produce a third table or a report.

An illustrative example is that of an individual charged with overseeing a complex sports competition, the details of which have been entered into a relational database. The time for a scheduled event can be pulled from one table, a roster that has the names of qualified referees who can officiate the event from another table, their availability from a third table resulting in a report that lists all of the personnel who can undertake the officiating task at the appointed place at the appointed time. This task which could take hours of manual manipulation from paper records can be done in a fraction of the time from digital records. Similar event management software can assist the sports manager with a myriad of other tasks associated with the competition ranging from facility scheduling, equipment set up and knock-down, or even ordering soft drinks for the concession stand.

From the foregoing the value of using IT tools can be readily seen for the organization of a competition. These tools are even more important for the day-to-day operation of the sport organization as can be seen by the kinds of sport program information that can be contained within these databases:

First are athlete specific information such as team rosters that include biographic information including name, sex, age, contact information and even clothing sizes for team uniforms. The same database may also contain details on medical conditions, performance history, or other participation characteristics of the athletes.

Another common use is the development of rosters of program support personnel such as officials, timekeepers, drivers, or medical staff. Aside from details such as their addresses, a database of this type might also contain information about availability and reliability. For example, do they actually show up when they volunteer?

Money is always an issue for today’s sport management professional. Databases are particularly useful for tracking donors or potential donors whether and they contribute money or in-kind services. In addition to the expected biographic information will be other keys to successful fund rasing such as the source of their motivation or affiliation and the frequency with which they give.

Databases are also essential for other types of administrative information. Examples include accounting and business records, employee files, equipment inventories or facility maintenance records. The organizational marketing information system (MIS) is also typically a database program in which are tracked information such as season ticket sales, gate receipts or merchandising sales. It is particularly useful if different software applications interface with each other seamlessly which is to say, “do the programs talk to each other?” Can, for example, the data entered in the MIS resulting from ticket sales be imported directly to the accounting program?

To be effective, databases can and should be regularly updated to record changes. Bear in mind that the passage of time presents a more comprehensive picture of most activities and the ability to record change and make sense of it is essential for long term survival. Further, there is nothing so constant as change, particularly in sports organizations, and a well thought out and maintained database is a great way to develop and maintain an “institutional memory”; a record of those changes and the impact they have had on the organization.

As great as databases are for effective sport program management, the real power of information technology comes when individual computers are tied together through the medium of a network. This is truly a case where there are synergies created as in 2 + 2 = 6. A computer network simply is the hardware and software required to connect two or more machines together so to allow the sharing of data and other resources. Most larger enterprises, use computer networks to link together their operatives in a common computing environment. All of the permeations and configurations available to the sports administrator are clearly beyond the scope of this presentation except to note that the most common configuration of these kinds of networks are of the client – server variety. This type of network is has a main server that houses most of the information and database files. The individual operatives access the server through their desktop terminals or workstations which are called clients.

Aside from sharing data, a network can share other resources as well. For example, a network can have any number of computers sharing a very good quality printer instead of a using a number of mediocre workstation printers. A powerful server can substantially increase computing speed and effectiveness throughout an organization. So what are the key issues to be addressed when considering the acquisition and implementation of an organizational IT system?

First and foremost, once the decision is made to introduce IT systems to the organization, the table of organization and staffing patterns will need to change. The new IT system cannot simply be “layered on” to the existing structure; it must be imbedded into the organizational processes. The adoption of a IT strategy and associated changes in procedures usually means extensive training for the staff.

The next consideration is that of hardware. What is the computer system configuration and computing capacity that the organization will need? Capacity should not be underestimated as a relational database can consume huge amounts of memory. So do other strategies that enhance organizational effectiveness such as moving data files off the hard drives of individual work stations and onto a file server on a computer network.

Another crucial decision revolves around operating software. Standard vendor prepared software packages are usually developed on the basis of the lowest common denominator for a group of potential clients. It is not uncommon that only about 80% of an organization’s needs are met by an off-the-shelf product. So the sport administrator is left with the choice of writing their own software programs or adapting organizational operating procedures to some degree around the software package. The former can be hugely time consuming, very expensive and the end result is not always assured. Generally, the more extensive the modification required for a software product, the more expensive the product becomes and the more difficult it will be to accommodate software upgrades from the vendor.

The Internet

It is important to note that computer networks need not be limited to a single site or facility. Wide Area Networks (WANs) can link together sports administrators located throughout a country. For example, all of the regional offices of a national sports governing body such as the National Football Association can be linked together regardless of their geographic location. All of the operatives so linked can share administrative and programming information and communicate with each other cheaply and efficiently through the medium of e-mail.

The computer network with which the public is most familiar is the Internet and the World – Wide – Web, known simply as “the Web”, is what most people think of when we say the “the Internet”. While the Internet has been around for decades going all the way back to ARPAnet in the 1960s, the Web is a comparatively new innovation first introduced in the mid 1990s. It is a digital medium which presents information in text, audio and graphics in a simple hyper-text computer language readable by a browser. This medium has simply exploded and today there are more than 15 million web addresses called Uniform Resource Locators (URLs), many with hundreds of individual pages on their sites. Thousands or applications for new URLs are received every week.

The ways that the Web has changed society are almost too numerous to mention. Suffice to say it has become an extremely important medium of communication, education and commerce and its importance in these areas will only continue to grow in the future. In terms of communication, for example, USA Today which is the closest thing a national newspaper in America, gets more than three million visits per day. Some 60% of these visits are to its sports pages. In terms of education, the concept of “distributed learning” or “distance education” gains more adherents with every passing day. Through the U.S. Sports Academy, for example, one can do the entire course of study for an accredited Master of Sport Science degree through the Web without leaving their home. The same possibilities exist at the undergraduate level through the International Sports Academy.

But most significant at this juncture is the marketing and commerce applications of the web. There are virtually no professional sports teams in the United States that do not have a Website and most are linked together through networks of Websites coordinated through the various league offices. Just how tight these linkages are is driven in part by agreements between the league teams on activities such as revenue sharing for media broadcasting rights and merchandise sales.

The Web is currently used by professional sports teams in ways that the developers of this technology never envisioned. For example, there are no English language radio broadcasts in Montreal for the Montreal Expos professional baseball team. Fans wanting hear the play-by-play in English can only do so by calling up the team’s Website and listen to it coming across as an audio feed. Another example of how deeply the Internet has penetrated professional sports is how some pro hockey teams now require their players to have e-mail addresses as a means to interact with both the team administration and their fans.

These examples lie at the heart of how the Internet will affect sports in the future: through the changing of the way that the sports fan will consume the sport product. Where in its infancy sport marketing did not extend much beyond putting out a sign on the side walk saying “Game Today”, now sports teams have well developed and extensive Websites to more effectively market to their customers. The trend in this regard is also clear. What will emerge is networks of teams and users bound together by a common interest and driven in part by advances in information technology.

These developments are not limited to the upper end of the sports hierarchy. Compared to the extremely high cost of traditional television broadcast, the comparatively low cost of “webcasting” will bring to sports fans events that could never before be seen on traditional broadcast media. A simple example of how this can occur is an annual sailboat race from Mobile to Tampico across the Gulf of Mexico. Last summer the skipper of a local boat participating in the event took photos every four hours with a digital camera of the race activities and uplinked them by a satellite phone to his own website. Thus his friends in the community, or anyone else in the world who stumbled onto the website, could participate in this event as they never could before. Sports events of a distinctly local flavor without the mass appeal that make them economical for television broadcast can so be distributed through the web to anyone with an interest. The web is not constrained by the limited availability of broadcast channels and high production costs. And while bandwidth is currently an issue for the web, this will resolve itself in the near future with the introduction of broadband technologies.
E-Commerce

It is also appropriate to briefly examine how the web will change the sale and distribution of sporting goods which is central to running sport programs. The relative cost for sports equipment can be an issue for the profession, particularly in terms of trying to broaden the appeal of sport to the greatest number of participants. E-commerce through the Internet holds the potential for containing costs for sports equipment as illustrated by the following example.

In the traditional model of manufacture and distribution through a sporting goods store, it is not uncommon for a tennis racquet which cost $40 to manufacture to be marked up as much as 300 to 400% to as much as $160 as it moves through various wholesalers and retailers in the distribution chain to a tennis player. With an e-commerce arrangement whereby the manufacturer can reach the player directly without going through middlemen, the mark-up in distribution can be reduced to as little as 50% of the traditional retail price resulting in a sale price to the end user of about $80. Very simply, the more middle men in a distribution chain, the greater the benefit derived to the end user from using e-commerce distribution.

E-commerce is well on its way to becoming a force in the world economy as it serves to remove barriers both natural and artificial. The barriers that will vanish include those of time and space as well as national borders both physical and ideological. That this will occur is underscored by the fact that this year e-commerce will employ more than 2 million people and create a turnover in excess of $500 billion. By next year, the turn over is expected to pass $1 trillion.

The Digital Divide

In closing I would be remiss if I didn’t call attention to one important problem: technological tools can be expensive, which has resulted in what we call in the United States the “Digital Divide”. In the U.S., approximately 60% of American adults are connected to the Internet and are on-line. These users are largely from the upper and middle class and have the financial wherewithal to purchase computers and Internet services. It is a matter of great concern that the very people who stand to benefit the most from economies to be realized through information technology as outlined earlier in my discussion on e-commerce are the ones least able to afford it. It is the economically disadvantaged that are currently being left out of the IT revolution.

This Digital Divide also transcends national borders. While 60% of American adults are connected to the Internet, only about 5% of the global population can make that claim. Some areas, Africa for example, are almost totally disconnected and can only be considered disadvantaged as a result. Herein lies the challenge for the future.

IT applications in sports management is dramatically changing the way that we do business. Thinking through how we can use this kind of equipment and these tools greatly enhances outcomes. The bottom line is that these IT tools are rapidly becoming a necessity for the sports administrator at whatever level in the sports hierarchy they are working.

2013-11-26T22:07:33-06:00February 14th, 2008|Contemporary Sports Issues, Sports Management|Comments Off on Information Technology for Sports Management

A Comparison of Academic Athletic Eligibility in Interscholastic Sports in American High Schools

Academic eligibility for student-athletes in public high school athletic programs across America has many variations and has been changing over the past twenty years. But how far have we come in motivating athletes in the classroom? The term student-athlete implies that the person involved with education and athletics is both a good student in the classroom and an active and effective participant on an athletic team. In theory, academic competence is a criterion for athletic participation. It has been proven that high school athletes tend to have a higher grade point average (GPA) than nonathletes (Eitzen & Saga, 1993). As school districts and athletic directors work to show accountability to the parents and taxpayers in their respective communities through the revision of athletic codes, it is important to address the issue of student athlete academic performance.

Efforts to reform academic eligibility for high school athletes began in 1983, amid strong resistance from coaches, parents, and others (Wolf, 1983). The Los Angles Unified School District instituted a rule that stated, “To be eligible for participation in extracurricular activities students must maintain a C average in four subjects and have no failures” (Eitzen & Sage, 1989). In 1984 the state of Texas introduced a “No Pass No Play” rule that stated that athletes could not have any failing grades if they were to participate in a sporting activity (Richards, 1987). Initially, a large group of students became ineligible to compete and there was strong opposition from coaches and parents. But in a matter of two years, in both of these instances, the percentage of students who were declared ineligible was the same as before the rule was enacted. Since these initial attempts at academic eligibility in interscholastic athletics in the 80s, how far have the high school athletic programs come in challenging the student athletes in actually being good students? Are more schools demanding grade points for athletic eligibility? How long are the academic eligibility suspensions? The intent of this study is to compare school athletic programs throughout America in order to identify current trends in high school athletics in challenging athletes to become better students.

The researcher randomly selected 125 high schools across 48 states and compared their requirements for athletic eligibility. The focus was on four specific academic eligibility areas: 1) minimum individual grade point average for athletic participation, 2) maximum number of Fs that an athlete can have and still participate, 3) the time frame for athletic-academic suspension for athletes that don’t achieve the minimum requirements, and 4) a adherence to individual state association guidelines for academic eligibility.

Minimum Individual Grade Point Average

Minimum grade points for athletic participation in interscholastic sports ranged from no minimum grade point to 2.5. Some of the schools didn’t include a grade point but demanded a percentage grade to be met in all classes (70% or 60%). Many of the schools included in the study have considered including a grade point in their academic standards for their athletes but coaching staffs have strongly opposed this move. Of the 125 schools included in the study, only 31 schools indicated that they had incorporated a minimum grade point for athletic eligibility; only 19 had a grade point of 2.0 or above. Student-athletes in 94 of the 125 schools could be eligible to participate in athletics with a grade point of 1.0 and less. On the low end a student could be eligible to play in some of these schools by passing 4 of 7 courses with 4 Ds and 3 Fs (GPA 0.71). The most stringent of the schools in this study required a grade point average of 2.5, with students receiving no Fs, in order to be eligible to participate in the interscholastic athletic program. It should be mentioned that all states require a minimum unit of courses that students must be enrolled in order to even participate in athletic programs. A unique policy found in 4 schools in this study required students to have attendance rates of 80% or better to participate along with the academic criteria.

Maximum Number of Failing Grades

After grade point average for athletic eligibility, the most popular criteria in many of the schools is the number of Fs a student-athlete can earn in his/ her academic load per semester. I found that the number of Fs a student can have and still be eligible ranged from no Fs (no pass no play) to three. Of the 125 schools, 23 indicated that their athletes could have no Fs for athletic eligibility. Fifteen schools indicated that their athletes could have 2 or 3 Fs and still participate; seven of these 15 schools included a GPA requirement. The most common academic standard for the number of Fs a student could have was that the student-athlete could still participate with one F; this was indicated by 87 schools in the study. In all of the schools, an incomplete was treated as an F or non-passing grade.

Academic Suspension

Academic suspension from athletic participation for an athlete varied considerably for the 125 schools in this study. Suspensions ranged from one week to a half of a school year. Athletes found ineligible had different ways in which to gain their eligibility back again. Twelve schools in the study had weekly grade checks; students who brought their grades up to passing could become eligible in as little as seven days. A large number of the schools (56) imposed academic suspensions of three weeks, fifteen school days, or 21 calendar days; students who were put on probation became eligible at the end of this time period if their grades met the minimal requirements. The schools that had the strictest penalties imposed suspensions that lasted the entire grading period, ranging from six weeks to a full semester. Some innovative ideas on how high schools are dealing with academic suspension include weekly grade checks, having the honor society run a study hall for the athletes, and having coaches coordinating academic study halls for ineligible athletes.

Adherence to State Guidelines

All forty-eight state athletic associations recommended some form of academic eligibility requirements for student participation in interscholastic sports; however, most were very limited. The requirements ranged from just being enrolled in a minimum number of courses, to a combination of a minimum number of courses, no Fs, a minimum grade point average, and an attendance policy. Of the 125 schools included in this study, 75 schools followed the minimum requirement set by their respective state associations while 50 schools exceeded state association criteria. Of the 48 states represented in the study only six recommended or required a minimum grade point average be included as part of the academic criteria for athletic eligibility. In Ohio, association guidelines recommend that individual schools should set their own GPA requirements. In only four states did all high schools in the state follow the rules specifically set up for academic eligibility by the state associations; in all other cases, individual schools developed their own participation policies with varying results in terms of stringency.

Discussion

As this study indicates, only a small percentage of high schools in the United States have attached a minimum GPA to their academic requirements for athletic eligibility. The schools that had minimal standards justified these standards by stating that athletics keep kids in school; if they were not eligible to participate in athletics, these students would drop out of school. Some of the schools in the study indicated that they incorporated a grade point to their eligibility but later removed this criterion from their athletic code because of opposition from coaches and parents. Additional arguments from athletic directors defending low academic requirements included that athletic programs must remain student-friendly and that all students, no matter what their grades, should have the right to participate. A number of athletic directors reported that they would like to have even lower academic requirements than those already in place.

In schools that had strong academic requirements, athletic directors reported students adjusted to the requirements once they were set in place. One athletic director in New Mexico stated that kids know what the minimum grade point average is to be eligible so they will do what is required. In fact, he even thought that they could raise the grade point to 2.5 and the student-athletes would adjust in a matter of time. One high school in Alaska that had a minimum grade point average of 2.5 retained the right to hold an athlete out if the coaches felt that the student-athlete was not performing up to his or her potential, even if the student had a 3.0.

In a time when public school educational programs are under heavy scrutiny, athletic programs with low academic standards are only hurting themselves by letting their athletes just get by. The athletic programs in this study that have challenged their students in the classroom with higher academic standards over a longer period of time have been successful in improving the students’ grade point averages. Students adjusted to the academic demands set by the athletic programs and the number of students that were declared ineligible was consistent with the number that were declared ineligible under the lower academic requirement.

References Cited

Eitzen, S. & Sage, G. (1989) Sociology of North American Sport, 4th edition. Dubuque, Iowa: WM. C. Brown Publishers.

Eitzen, S. & Saga, G. (1993). Sociology of North American Sport, Dubuque,
Iowa:WM. C. Brown Publishers. 4th edition

McGrath, E. (1984). Blowing the whistle on Johnny,@ Time 30 January p. 80.

Richards, D. (1987). No-pass pulse, Dallas Morning News 6 October 1987, pp. B1, B14

Wolf, C. (1983). Playing for keeps, New York Times Magazine, 30 October
1983, pp. 32-53

2013-11-26T22:08:14-06:00February 14th, 2008|Sports Management, Sports Studies and Sports Psychology|Comments Off on A Comparison of Academic Athletic Eligibility in Interscholastic Sports in American High Schools

A Review of Economic Impact Studies on Sporting Events

Introduction

Economic impact in sporting events can be defined as the net change in an economy resulting from a sport event. The change is caused by activity involving the acquisition, operation, development, and use of sport facilities and services (Lieber & Alton, 1983). These in turn generate visitors’ spending, public spending, employment opportunities, and tax revenue. Specifically, the economic impacts of expenditure are composed of direct, indirect, and induced effects. Direct effects are the purchases needed to meet the increased demand of visitors for goods and services. Indirect effects are the ripple effect of additional rounds of re-circulating the initial spectators’ dollars. Induced effects are the increase in employment and household income that result from the economic activity fueled by the direct and indirect effects (Dawson, Blahna, & Keith, 1993; Howard & Crompton, 1995).

Economic impact is an important topic of discussion and debate in sport marketing and/or management fields because estimating the economic impact of a sporting events is very difficult and frequently too subjective. Because of the nature of social science, everyone has their own ideas and methodology for conducting economic impact studies. The main difficulty in doing social science research is based in the fact that everyone believes that they have an innate understanding of the material. Social objects are hidden behind a screen of pre-constructed discourses which present the worst barrier to scientific investigation, and countless sociologists believe they are talking about the object of study when they are merely relaying the discourse which, in sport as elsewhere, the object produces about itself, whether through its officials, supporters or journalists (Bourdieu, 1999). Therefore, construction of truly scientific objects implies a break with common representations, which can notably be effected by taking these prenotions as the object of study.

Statement of Purpose

Although many previous studies have contributed to economic the impact research of sport and/or recreational events, most studies are based upon the researchers’ personal perception and arguable methodology. The purpose of this study was to review previous economic impact studies and to develop strategies for conducting an economic impact study.

Reasons of Conducting Economic Impact Study

Hosting a sport event has revealed a number of benefits in our communities. Of those benefits, some reasons like increasing community visibility, positive psychic income, and enhancing community image are all common and acceptable postulations. However, there is doubt that sport events that utilize public subsidies always bring positive economic benefits into communities. There are following reasons to conduct economic impact studies of sport events. First, because many sport events in our communities were financed by public tax support, economic impact studies continue to be an important public relations tool for city government. Secondly, there is doubt that sporting events may actually help develop a community in relative to its economy. Therefore, accurate estimates should be proposed and the results should be reported to community members. Thirdly, as sport is not just an entertainment, but an industry, the results of economic impact may be a cornerstone to develop many related businesses in communities. Finally, positive or negative economic results of sport events may be an important method to determine communities’ draft budget for the coming year.

Literature Review on Economic Impact Studies

Unfortunately, economic debates often center around the appropriateness of the size and type of multipliers used for Economic Impact Studies (EIS). The multiplier effect accounts for the overall economic impact of a sport event. The multiplier effect demonstrates the process through which initial spending in a region generates further rounds of re-spending within the region. The ripping process of subsequent re-spending is the multiplier effect. The basic principle of the multiplier effect begins with an initial spending as an increased income into an economy. A portion of the increased income is spent and further re-spent within the region (Archer, 1984; Crompton, 1995; Wang, 1997). In summary, there are three elements that contribute to the total impact of visitor spending: Direct impact (the first-round effect of visitor spending), Indirect impact (the ripple effect of additional rounds of re-circulating the initial visitors’ dollars), and Induced impact, which is further ripple effects caused by employees of impacted business spending some of their salaries and wages in other business in the host community (Howard & Crompton, 1995).

A variety of multiplier used modeling techniques are available: TEIM (Travel Economic Impact Model), RIMS (Regional Input-output Modeling System) (Donnelly, Vaske, DeRuiter, & Loomis, 1998; Wang, 1997), TDSM (Tourism Development Simulation Model) (Donnelly, et al., 1998), RIMS II (Regional Input-output Modeling System, version II) (Wang, 1997), ROI (measuring financial Return On Investment) (Turco & Navarro, 1993), and IMPLAN (Impact Analysis for Planning) (Bushnell & Hyle, 1985; Dawson, Blahna, Keith, 1993; Donnelly, et al., 1998; Howard & Crompton, 1995; and Wang, 1997). Of those modeling techniques, IMPLAN is one of popular methods. The IMPLAN model was developed by the U.S. Forest Service and Engineer Economics Associates, Inc. The IMPLAN develops input-output models for all states and counties in the United States. This model was used to estimate the employment, income, and net sales and adopted as the regional impact analysis program-of-choice. Another often-used model is RIMS, which was developed by the U.S. Department of Commerce, Bureau of Economic Analysis (BEA). This model also offers input-output tables down to the country level (Turco & Kelsey, 1992). Also, a lot of simple formulas were developed to conduct economic impact study of sport events by local sport commission companies. Table 1 shows standard formulas, which were derived from the National Association of Sport Commission (NASC).

Table 1 NASC Economic Impact Formulas
Organization Multiplier Formula Spending per person/day
Albuquerque Sports Council 1.7 # of visitors x # of days x $200 x 1.7 = EI $200.00
Bloomington/MD DVB _ _ # of visitors x # of days x $183 = EI $183.00
Greater Augusta Sports Council 3.0 # of visitors x # of days x $167 x 3.0 = EI $167.00
Greater Cincinnati sports & Events Commission _ _ # of visitors x # of days x $125 = EI $125.00
Lee Island Coast CVB _ _ # of visitors x # of days x $100 (over 18) = EI
# of visitors x # of days x $54 (under 18) = EI $77.00 (average)

Lisle CVB/
Lisle Sports Commission _ _ # of visitors x # of days x $158.41 (1st person in room) = EI
# of visitors x # of days x $85.41 (2-4 people in room) = EI
$97.94 (average)
Shreveport Regional Sports Authority 2.0 # of visitors x # of days x average $ spent x 2.0 = EI
(average $ spent varies from event to event) _ _
Siouxland Sports Congress
2.5
# of visitors x # of days x $90 x 2.5 = EI
$90.00

Tallahassee Sports Council 1.73 # of visitors x # of days x $79 x 1.73 = EI $79.00
Waterloo CVB 2.5 # of visitors x # of days x $100 x 2.5 = EI $100.00
EI indicates the Economic Impacts Source by National Association of Sports Commissions
According to the report by National Association of Sports Commissions (NASC), the average multiplier score is 2.37 and average spending per person/day is approximately $146.89 across the United States.

Problems of Economic Impact Study

As stated before, the economic impact study of sporting events is controversial because of its subjective aspects. There are other problems of the study based on the literature review. First, the use of different and conflicting concepts of the multiplier itself (Howard & Crompton, 1995). A danger in the multiplier and the way it is presented in research reports aimed at the policy maker is that its basic concept and application are deceptively sample. This means that economic impact studies are primarily used by consultants hired by sport entrepreneurs and boosters to demonstrate the value of a proposed sport event (Johnson & Sack, 1996). Secondly, inclusion of local spectators, time-switchers, and casuals in the study. Economic impact attributable to a sport events should include only new cash flow injected into an economy by visitors and other external businesses such as media, banks, and investors from outside the community. In addition, because expenditures by time-switchers and casuals would have occurred without the event, impacts of their expenditures should be excluded in conducted economic impact study. Thirdly, economic impact study by hired consultants from political power usually estimates only positive aspects, which means benefits both economically and socially. They never measured substantial economic costs and potential social problems. For the side of economic impact, only gross benefits rather than net benefits are measured and reported. In the case of non-economic impact, negative social impacts including such as traffic congestion, vandalism, environmental degradation, disruption of residents’ lifestyle, and so on are rarely reported. Finally, economic impact studies are too subjective depend on researchers to trust their results. Even if some models and formulas for economic impact studies were developed and utilized, the results and their interpretations could be changed based on the intent of the researchers and the unrealistic expectations of proponents.

Discussion and Recommendation

Conducting an economic impact study is important because it becomes a useful tool to evaluate a community’s development both economically and socially. Therefore, professionals who have the responsibility of conducting an economic impact study should consider the following suggestions. First of all, limit and define the purpose of study. Limiting and defining the purpose of study can save study time and make the outcomes more useful and specific to people whom want apply them. Secondly, prepare alternatives to be considered. The number of alternatives that should be considered depends upon the number of realistic options available and on other constraints, such as time, information, funding, and political realities. It is a very useful activity for the leadership to reduce the number of alternatives to the realistic three or four to include in the analysis (Goldman & Nakazawa, 1997). Thirdly, prepare enough information to conduct a meaningful economic impact study. In order to produce exact and non-arguable results, appropriate and diverse information for the study like a demographic profile on potential visitors and/or study respondents, the degree of economic development for the potential hosting community, tax impact, and other social guidelines. This information will be effective to make research questionnaire and other necessary research tools. Fourth, conduct a study based not on assumption, but on evidence and information. One of the arguable issues in economic impact studies is that the researcher and/or proponents of the event rely on their assumptions. These assumptions lead not correct results and apply to community’s decision on hosting a sport event. Fifth, consider all possible impacts for the community not just on economic impact. Economic impact studies should contain economic as well as social impacts. Frequently, the negative impacts on community life such as vandalism, increasing traffic congesting, environmental degradation are not considered and reported. Sometimes, however, these social impacts can be more important to a community than the economic impact. Sixth, do not exaggerate the results of study. Because the results of an economic impact study can make a decision to use public tax supports, the political sponsor may tend to exaggerate or misinterpret the results of the study. Seventh, on the side of estimating economic benefits, under estimation is better than over estimation. The proponent of a sport event frequently over estimates on their projects to attract public approval and political support. This is related to moral and ethical issues. Even if no one can produce an exact estimation on sport events, the researchers should keep the study based on the result data. Also, based on the results, other alternatives for the sport event can be considered.

References

Archer, B. (1984). Economic impact: Misleading multiplier. Annals of Tourism
Research, 11(4), 517-518.

Bourdieu, P. (1999). The state, economics and sport. In Dauncey, H., & Hare, G. France and the 1998 World Cup: The national impact of a world sporting event, (pp. 15-21). London, England: Frank Class Publishers.

Bushnell, R. C., & Hyle, M. (1985). Computerized models for assessing the economic impact of recreation and tourism. In D. V. Propst (Ed.), Assessing the economic impact of recreation and tourism. Asheville, NC: Southeastern Forest Experiment Station.

Crompton, J. L. (1995). Economic impact analysis of sports facilities and events: Eleven sources of misapplication. Journal of Sport Management, 9, 14-35.

Dawson, S. A., Blahna, D. J., & Keith, J. E. (1993). Expected and actual regional
economic impacts of Great Basin National Park. Journal of Park and Recreation
Administration, 11(4), 45-59.

Donnelly, M. P., Vaske, J. J., DeRuiter, D. S., & Loomis, J. B. (1998).
Economic impacts of state park: Effect of park visitation, park facilities, and county economic diversification. Journal of Park and Recreation Administration, 16(4), 57-72.

Goldman, G., & Nakazawa, A. (1997). Determining economic impacts for a community. Economic Development Review, 15(1), 48-51.

Howard, D. R., & Crompton, J. L. (1995). Financing sport. Morgantown, WV: Fitness Information Technology, Inc.

Johnson, A. T., & Sack, A. (1996). Assessing the value of sports facilities: The
importance of non-economic factors. Economic Development Quarterly, 10(4),
369-381.

Leiber, S. R., & Alton, D. J. (1983). Visitor expenditures and the economic impact of public recreation facilities in Illinois. In Leiber, S. R., & Fesenmeier, D. R.
Recreation planning and management. State College, PA: Venture Publishing.

National Association of Sports Commissions. (April, 1999). National Association of
Sports Commissions Annual Meeting Book. Unpublished manuscript.

Turco, D. M., & Kelsey, C. W. (1992). Conducting economic impact studies of
Recreation and parks special events. Washington, DC: National Recreation and
Park Association.

Turco, D. M., & Navarro, R. (1993). Assessing the economic impact and financial return on investment of a national sporting event. Sport Marketing Quarterly, 2(3), 17-23.

Wang, P. C. (1997). Economic impact assessment of recreation services and the use of multipliers: A comparative examination. Journal of Park and Recreation Administration, 15(2), 32-43.

2013-11-26T22:08:46-06:00February 14th, 2008|Sports Facilities, Sports Management|Comments Off on A Review of Economic Impact Studies on Sporting Events
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