Women and Sports – Page 6 – The Sport Journal

Prevention of ACL Injuries in Female Athletes through Early Intervention

Submitted by: Rodney C. Whittle, Ph. D., Associate Professor, HPER, Alabama A&M University and Brett Crow, Physical Education Instructor, Whitesburg Middle School, Huntsville, Alabama

Abstract

With respect to physical education, increased participation in sport equals success. One of the main goals of physical educators is to enable individuals to become proficient in lifelong activities. Hopefully, this proficiency will lead to a healthier and more fulfilling life. Beginning with Title IX and continuing over the last two decades, there has been an explosion of youth sports opportunities. As children have begun to participate in sports programs at earlier ages, parents have started feeling pressure to enroll their children in similar programs in order for them to remain competitive. As a result, children become increasingly proficient at their respective sports at earlier ages. This proficiency, while benefiting the respective sport, is not without its consequences. One of the most notable consequences of increased participation in sports at an earlier age is in the area of sports injuries (Rentrom, 2008).

Introduction

Over the last two decades, female participation in sport has risen dramatically. Moreover, the rate of females acquiring injuries to their anterior cruciate ligament (ACL) has risen at an alarmingly dramatic rate. According to recent studies by Arendt (1995), females are between two to eight times more likely to injure their ACL than their male counterpart in similar sporting events. Typically, these injuries are occurring in sports such as basketball, volleyball and soccer. Participants in these sports are usually involved in a lot of quick cutting motions, jumping motions and rapid slowing or decelerating movements. ACL injuries generally prevent a student from participation throughout the remainder of the season, and some injuries can permanently end a student’s ability to successfully participate (Rentrom, 2008).

The Cost

ACL injuries usually come at a very high cost to the participant and their family. The cost of the medical treatment alone can easily run thousands of dollars. Moreover, this type of injury can greatly reduce an athlete’s self esteem and confidence. Therapy must also be considered, which places a high burden on family members with respect to the time lost and money spent. These losses combined, often make ACL injures catastrophic losses to athletes and their families.

Causes

With approximately 70% of ACL injuries coming from non-contact incidents, many studies have been conducted in order to find causes or preventative measures to counteract the problem. These studies have attempted to narrow the causes and help reduce the occurrence of ACL injuries in female athletes. Presently, research has narrowed its focus to a handful of probable causes. In female athletes, the factors include, but are not limited to: Increased valgus movements during landing, pre-menstrual hormone levels, narrower intercondylar notch width and smaller AC ligaments (Griffin, L. Y., 2000). Research has also noted different firing sequences of leg muscles in male and female athletes. These firing differences help explain some of the different responses that females exhibit to athletic movements and thereby expose themselves to higher risk during those movements. As a result, females find themselves at a biomechanical disadvantage to males when it comes to ACL strength and stability (Ireland, 2002).

Prevention

The good news is that studies have concluded that the incidence of ACL injuries can be reduced through neuromuscular training (Roniger, L. R., 2007). With this type of training, females have been shown to reduce valgus moments when landing (Foster, J. B., 2007). Moreover, as a result of the training, female athletes can incorporate more muscular control and experience less ligament dependence during movements such as cutting, landing, jumping and rapid deceleration. With appropriate training, which can and should be done in the physical education classroom, female athletes can significantly reduce their risk of a catastrophic non-contact ACL injury (Mandelbaum, 2005).

Muscular training to reduce the risk of ACL injuries is not a difficult task. Furthermore, the training falls right into the Physical Education guidelines of helping individuals lead healthier and more satisfying lives. Certainly all of the muscles in the leg would benefit from strength training and stretching, however, this paper will focus on the larger muscles in the Hamstrings and Quadriceps. Most athletes have strong quads because of the amount of work that those muscles do during exercise. A study by Chappell, J., et.al. in 2007 concluded that females landed with less knee flexion, increased quadriceps activation and less hamstring activation. This resulted in increased ACL loading during the landing phase and therefore increased the risk of damage. With this in mind, greater hamstring strength should be a priority in most female athletes. The hamstrings, however, are often overlooked during training. There is much debate, but generally the hamstrings should optimally fall within 60 – 80% of the strength of the quads. The following hamstring strengthening exercises would work well for school Physical Education programs. The first exercise is the squat. A slight bend in the waist and a deep knee bend are necessary to lower your hands to the floor. After your hands have touched the floor and you have counted to three, then return to the starting position. Throughout the exercise, your back must be straight so that the legs and buttocks do the work. The second exercise is the leg curl. This exercise is done from the standing position, preferably facing a table or a stage. While keeping the right leg straight, bring the left foot up toward the buttocks. You should feel the strain in your hamstring as you touch your left heel to your buttocks. Repeat the exercise until the hamstring is fatigued. Repeat with the exercise with the right leg as you keep the left leg straight. The third exercise is the kickback. Stand close to and facing a wall. While keeping the right leg straight, kick the left backwards as far as possible. This will vary from one to three feet depending upon flexibility. Keep the left leg at the furthest position for a count of one. Move the left leg to the initial position. There should be very little bend at the waist and both the legs must be kept straight throughout the exercise. Repeat the procedure for the right leg while keeping the left leg straight. Toe raises will also help stabilize the knee. Simply stand with you feet about shoulder width apart and lift your heals, one at a time, as high as possible before lowering them back to the ground. Start off with sets of 10 and increase as possible.

The final area which can be easily addressed in physical education programs and will help reduce the risk of ACL injures is jump training. These jumping exercises should be conducted with proper form. Proper form includes keeping the legs together, not allowing the knees to come apart, landing softly with bent knees, and finally, forcing the individual to remain balanced at all times. Do not allow anyone to rush through the exercises. These jumps should be over a small cone and should incorporate both legs at the same time. The first set should be done by jumping forward over the cone and then jumping backwards to the initial starting position. The second exercise would be to have the individual jump from side to side over the cone and then jump back to the original position.

These exercises, if done correctly and in conjunction with a proper stretching regimen, could help reduce the incidence of ACL injuries in female athletes. Further tracking of female students participating in a structured physical education setting would substantiate the reduction of this type injury.

References

Arendt, E., Dick, R. (1995). Knee injury patterns among men and women in Collegiate basketball and soccer: NCAA data and review of literature. Am J Sports Med, 23, 694-701.

Griffin, L. Y., et al. (2000). Noncontact anterior cruciate ligament injuries: Risk factors and prevention strategies. J Am Acad Orthop Surg, 8, 141-150.

Roniger, L. R. (2007, October). ACL prevention programs show benefit for teen athletes. J Biomechanics.

Foster, J. B. (2007, November). Soft landing studies find effects beyond sagittal plane of knee. J Biomechanics.

Mandelbaum, B.R., Silvers, H. J., Wantanabee, D.S., et al. (2005). Effectiveness of a neuromuscular and proprioceptive training program in preventing anterior cruciate ligament injuries in female athletes: 2-year follow-up. Am J Sports Med, 33, 1003-10.

Rentrom, P., Ljungqvist, A., Arendt, E., et al. (2008). Non-contact ACL injuries in female athletes: An international Olympic committee current concepts statement. British Journal of Sports Medicine, 42, 394-412.

Ireland, M. L. (2002). The Female ACL: Why is it more prone to injury? Orthopedic Clinics of North America, 33, issue 4.

Chappell, J.D., Creighton, R.A., Giuliani, C., Bing Y., Garrett, W.E., (2007). Kinematics and elecgtromyoghrapy of landing preparation in vertical stopping. Am J Sports Med, 35, 235-241.

U.S. Sports Academy2013-11-25T19:41:46-06:00July 10th, 2009|Contemporary Sports Issues, Sports Coaching, Sports Exercise Science, Sports Management, Women and Sports|Comments Off

Competitive State Anxiety among Junior Handball Players

Submitted by: S. Rokka, G. Mavridis, E. Bebetsos, K. Mavridis – Department of Physical Education & Sport Science – Democritus University of Thrace, 69100 Komotini

Abstract

The aim of the present study was to evaluate the levels of intensity and direction of the competitive state anxiety in junior handball players prior to a competition and to investigate any possible differences between male and female players, as well as in relation to their athletic experience. The sample of the study consisted of 115 handball players, members of eight handball teams (four male and four female), which participated in the Greek Junior Handball Championships finals held in Athens in 2008. For the data collection, the model used was the Competitive State Anxiety Inventory-II (CSAI-II, Martens, Burton, Vealey, Bump & Smith, 1983; Martens et al., 1990; Jones & Swain, 1992), which was modified for the Greek population by Stavrou, Zervas, Kakkos & Phychoudaki (1998). All players filled in the questionnaire 30 minutes before the competition. The results showed that male junior handball players reported lower scores of cognitive anxiety, which was facilitative to performance. On the other hand, females displayed a higher score in cognitive anxiety, which was rather debilitative to performance. Furthermore, junior male handball players displayed higher self-confidence, with positive effects on their performance, while female handball players stated lower self-confidence, which was neither facilitative nor debilitative to performance. In relation to years of experience, the results revealed that players with four to six years of experience showed higher self-confidence with facilitating direction, while players with less years of experience displayed lower self-confidence, with neither facilitative nor debilitative effects on their performance. In conclusion, the psychological preparation of junior handball players must be taken into serious consideration, during the coaching procedure. Nonetheless, further investigation is needed for the generalisation of the results in Greek handball.

Introduction

It is generally recognized that psychological factors are of crucial importance in high-level competitive sports. The relation between anxiety and performance has been the subject of many thorough researches (Craft, Magyar, Becker & Feltz, 2003; Parfitt & Pates, 1999; Martens, Vealey & Burton, 1990). Cognitive anxiety is characterised by negative concerns and worries about performance, inability to concentrate, and disrupted attention (Krane, 1994). Somatic anxiety consists of an individual’s perceptions, which are characterised by indications such as sweaty palms, butterflies, and shakiness (Martens, Burton, Vealey, Bump & Smith, 1990). Research has also been done on the gender differences concerning state anxiety levels. Self-confidence tends to decrease in females on the day a competitive event is to occur. Male young athletes typically display lower levels of anxiety and higher self-confidence than female athletes (Scanlan & Passer, 1979; Wark &Witting, 1979). Krane and Williams (1994) found no gender differences for cognitive anxiety. They also demonstrated that the more experienced college player would show lower levels of cognitive and somatic anxiety than the less experienced player. As far as handball is concerned, Roguli, Nazor, Srhoj and Bozin (2006) supported that it is a sport, which includes complex and accurate motor skills, and they suggested that psychological factors play an even more decisive role in a competition, differentiating between successful and less successful teams. The purpose of the present study was to evaluate the levels of intensity and direction of the competitive state anxiety in junior handball players prior to a competition and to investigate any possible differences between male and female players, as well as in relation to their athletic experience.

Methods

Participants

The sample of the study consisted of 115 handball players, members of eight handball teams (four male and four female), which participated in the Greek Junior Handball Championships finals held in Athens in 2008. The age of the participants was between 14 and 16 years (M. = 14.85, S.D. = 1.14). The participants voluntarily and anonymously took part in the research, with the consent of their coaches and clubs’ managements, as well as with the parents’ informed consent for the players younger than 14 years of age. For functional needs, 61 of the players were males and 54 females. For the needs of the research, the sample was divided according to athletic experience: (a) up to 3 years (n = 55) and (b) 4 to 6 years (n = 60).

Data collection

For the data collection, the model used was the Competitive State Anxiety Inventory-II (CSAI-II, Martens, Burton, Vealey, Bump and Smith, 1983; Martens et al., 1990; Jones & Swain, 1992), which was modified for the Greek population by Stavrou, Zervas, Kakkos & Phychoudaki (1998). The specific instrument measures cognitive, somatic anxiety and self-confidence, as well as the direction of this state anxiety. The scale consists of 15 items (three 5-item subscales arranged on a 4-point Likert-type scale ranging from 1 (none) to 4 (very much) for intensity. Also, it includes a 7-point Likert-type bipolar scale ranging from –3 (hinders performance) to +3 (facilitates performance), which was used to evaluate intensity symptoms as either debilitative or facilitative. All players filled in the questionnaire just prior to the warm-up phase, approximately 30 minutes before the competition.

Statistics

For the statistical analysis of the data, from the SPSS 11.0 statistical package, the methods used were the Factorial analysis, the Reliability analysis and the one-way ANOVA analysis, which was also used in order to determine whether any of the factors were related to gender (male-female) and athletic experience a) up to 3 years (n= 55), b) 4 to six years (n=60). The level of statistical significance was set at p< .05.

Results

The factor analysis indicated three factors, which interpreted 57.19% of the total fluctuation on the intensity scale and three factors interpreting 61.87% of the direction of this intensity. The Cronbach’s alpha internal cohesion indicator of the questionnaire was satisfactory. The values that came out were .79 for the cognitive anxiety, .81 for the somatic anxiety and .80 for the self-confidence. For the direction of anxiety, the values were .84, .86, and .91 correspondingly (see Table 1). The one-way ANOVA analysis showed statistically important differences concerning cognitive anxiety and self-confidence and its direction, between the male and female players (F1, 114 = 9.78; p < .01, F1, 114 = 30.28; p < .001, F1, 114 = 42.05; p < .001, F1, 114 = 37.07; p < .001). Male players presented lower scores on cognitive anxiety. They also had higher scores on self-confidence and its direction, which facilitated their performance. What is more, there were statistically important differences concerning self-confidence and its direction (F1, 114 =19.09; p<.001, F1, 114 =26.21; p<.001), between players of different years of experience. Players with four to six years of experience reported higher scores on self-confidence and its direction, which facilitated their performance (See Table 1).

Table 1
Descriptive statistics and important differences among the factors of the questionnaire

		Handball Players		Athletic Experience
	Cronbach’s Alfa	male	female	Up 3 years	4 to six years
Intensity		M. (S.D.)	M. (S.D.)	M. (S.D.)	M. (S.D.)
Cognitive	.79	2.10 (.48)**	2.78 (.57)	2.63 (.68)	2.19 (.55)
Somatic	.81	1.95 (.53)	2.05 (.74)	2.08 (.71)	1.98 (.57)
Self-confidence	.80	3.25 (.52)***	2.63 (.67)	2.69 (.65)	3.20 (.55)***
Direction of intensity
Cognitive	.84	4.26 (.66)***	3.20 (.71)	3.62 (.92)	3.98 (.84)
Somatic	.86	4.12 (.69)	4.06 (.86)	3.98 (.85)	4.16 (.75)
Self-confidence	.91	5.72 (.72)***	4.21 (.93)	4.69 (.62)	5.78 (.57)***

Note 1: Μ = Mean Prices, S.D. = Standard Deviations of factors in relation to the gender and athletic experience
Note 2: Significant *** p < .001, ** p < .01, * p < .05.

Discussion/Conclusions

The results of the research showed that male junior handball players reported lower scores of cognitive anxiety, which was facilitative to performance. On the other hand, females displayed a higher score in cognitive anxiety, which was rather debilitative to performance. Furthermore, junior male handball players displayed higher self-confidence, with positive effects on their performance, while females stated lower self-confidence, which was neither facilitative nor debilitative to performance. In relation to years of experience, the results revealed that players with 4 to 6 years of experience showed higher self-confidence with facilitating direction, while players with less years of experience displayed lower self-confidence, with neither facilitative nor debilitative effects on their performance. These results are consistent with the findings of similar studies (Scanlan et al., 1979; Wark et al., 1979) which indicates that male athletes typically display lower levels of anxiety and higher self-confidence than female athletes. The above findings seem to support the existing theories on intensity (Mellalieu, Neil & Hanton, 2006; Parfitt & Pates, 1999; Stavrou, Psychoudaki, Zervaς, 2006; Woodman & Hardy, 2003; Wilson, & Raglin, 1997) which demonstrates that the more experienced player will show lower levels of cognitive and somatic anxiety than the less experienced player.

In conclusion, the psychological preparation of junior handball players must be taken into serious consideration during the coaching procedure. Professional help and programming of the psychological preparation of the athletes and observation of their emotional condition before and during a game is necessary to reduce competitive anxiety and contribute to the high effectiveness of handball players. Nonetheless, further investigation is needed for the generalization of the results in Greek handball.

References

Craft, L.L., Magyar, T.M., Becker, B.J., & Feltz, D. L. (2003). The relation between the competitive state anxiety inventory-ΙΙ and sport performance: A meta-analysis. Journal of Sport and Exercise Psychology, 25, 44-65.

Jones, G., & Swain, A. (1992). Intensity and direction of competitive state anxiety and relationships with competitiveness. Perceptual and Motor Skills, 74, 464-472.

Krane, V., & Williams, J.M. (1994). Cognitive anxiety, somatic anxiety and confidence in track and field athletes: the impact of gender, competitive level and characteristics. International Journal of Sport Psychology, 25, 203-217.

Martens, R., Vealey, R.S. & Burton, D. (1990). Competitive anxiety in sport (pp.117-173). Champaign, IL: Human Kinetics.

Martens, R., Burton, D., Vealey, R. S., Bump, L. A., & Smith, D. E. (1990).

Development and validation of the competitive state anxiety inventory-2 (CSAI-2). In R. Martens, R. S. Vealey, & D. Burton (Eds.), Competitive anxiety in sport (pp. 117-173). Champaign, IL: Human Kinetics.

Mellalieu, S.D., Neil, R., & Hanton, S. (2006). Self-confidence as a medicator of the relationship between competitive anxiety intensity and interpretation. Res Q Exercise Sport, 77(2), 263-270.

Parfitt, G., Hardy, L., & Pates, J. (1995). Somatic anxiety and physiological arousal: Their effects upon a high anaerobic, low memory demand task. International Journal of Sport Psychology, 26, 196-213.

Parfitt, G., & Pates, J. (1999). The effects of cognitive and somatic anxiety and self-confidence on components of performance during competition. Journal Sports Science, 17(5), 351-356.

Rogulj, N., Nazor M., Srhoj, V., & Bozin, D. (2006). Differences between competitively efficient and less efficient junior handball players according to their personality traits. Kinesiology Journal, 2, 158-163.

Scanlan, T.K., & Passer, M.W. (1979). Sources of competitive stress in young female athletes. Journal of Sport Psychology, 1, 248-250.

Stavrou, N.A., Psychountaki, M., Zervas, Y. (2004). Intensity and direction dimensions of competitive state anxiety: a time-to-event approach. Perceptual Motor Skills, 98(2), 439-449.

Stavrou, N.A., Zervas, Y., Kakkos & Phychoudaki, M. (1998). Intensity and direction of competitive state anxiety. Proceedings of the 2nd International /5th Panhellenic Congress of Athletic Psychology (pp. 139-141), Trikala.

Stavrou, N.A., Psychoudaki, M., Zevraς, Y. (2006). Intensity and direction dimensions of competitive state anxiety: a time-to-event approach. Laboratory of Motor Behavior and Sport Phycology, Department of Physical Education and Sport Science, University of Athens, 103(1), 91-98.

Wark, K.A., & Witting, A.F. (1979). Sex role and sport competition anxiety. Journal of Sport Psychology, 1, 248-250.

Woodman, T., & Hardy L. (2003). The relative impact of cognitive anxiety and self-confidence upon sport performance: A meta-analysis. Journal Sports Sciences, 21(6), 443-457.

Wilson, G.S., & Raglin, J.S. (1997). Optimal and predicted anxiety in 9-12 year old track and field athletes. Scadinavian Journal of Medicine and Science in Sports, 2, 148-152.

U.S. Sports Academy2015-10-02T23:24:35-05:00July 10th, 2009|Contemporary Sports Issues, Sports Exercise Science, Sports Studies and Sports Psychology, Women and Sports|Comments Off

NCAA Website Coverage: Do Athletic Departments Provide Equitable Gender Coverage on Their Athletic Home Web Pages?

Submitted by: Coyte G. Cooper and Brandy D. Cooper – West Virginia University

Abstract

The purpose of the current research was to perform a content analysis on the gender coverage provided on intercollegiate athletic home Web pages. One of the primary reasons why the research is necessary is because it focuses on a not-for-profit media outlet with Title IX and ethical constraints due to the fact that the athletic departments are a part of their coinciding universities. Overall, when in comparison to the NCAA athlete and team independent standards, the results demonstrated that women were underrepresented in comparison to men within each of the units of measurement (e.g., advertisements, articles, multimedia, and photographs) presented within the study. The implications of the results are discussed further within the text. The data within the current study was collected from a dissertation that was performed by the author while attending Indiana University.

Keywords: intercollegiate athletic websites, gender coverage, college athletics

The Internet is a contemporary communication medium that provides sport organizations with the opportunity to communicate with both current and potential fan bases (Lombardo, 2007). In today’s realm of sports media, the Internet has become a major media source for fan consumption. Currently, there are hundreds of millions of Internet users worldwide, and the number of individuals accessing the World Wide Web increases at a rapid rate each year (Internet World Stats, 2007). Particularly, the Web has become a primary outlet for news consumption. While only four percent of the population went online to access news in 1995, today nearly 26% of the population accesses news content on the Web on a weekly basis (The Pew Research Center [TPRC], 2007). Furthermore, of the individuals accessing the Internet regularly, 46.5% claimed that sports were a primary entertainment source while browsing the Web (TPRC, 2007).

The mass consumption of sports news on the Internet alone makes it essential for scholars to focus on the sports coverage being provided on the Web. In addition to the growing interest, the Internet is also a unique medium, because it provides athletic teams and programs with an outlet to promote their product to fan segments. As a result, intercollegiate athletic programs have the ability to control the coverage being provided to each of their individual teams on their athletic home Web page. Thus, the athletic departments also have the unique opportunity to control the gender coverage being provided on their individual websites.

Since the athletic programs are part of their coinciding universities, the expectation would be that the athletic departments are providing equitable gender coverage on their websites due to Title IX constraints. Under Title IX, athletic institutions are required to provide women with equal opportunities within the general benefits and services program areas (Policy Interpretation, 2007). More specifically, in the “laundry list” of items stated under the third category of Title IX, athletic programs are expected to provide equitable promotions for women (National Association for Girls and Women in Sport [NAGWS], 2007). While the Internet coverage makes up only a portion of the promotional activities within the athletic department, it is still a viable concern when focusing on gender equity within college athletic programs. Furthermore, due to the fact that the universities are part of the National Collegiate Athletic Association (NCAA), you would expect that the gender coverage would be equitable from an ethical standpoint as well. The current research attempted to understand the coverage provided on intercollegiate athletic websites by examining the gender coverage provided during an academic school year.

Review of Related Literature

In today’s society, the media has a major influence on the beliefs of individuals residing within our culture (Duncan, Messner, Williams, & Jensen, 1994; Kane, 1988). In fact, Coakley (1998) explained that by ignoring certain aspects of female participation in sport, the sports media is essentially shaping the public’s opinion on the value of female sports. Cunningham, Sagas, Satore, Amsden, and Schellhase (2004) added that “if girls and women are not represented in an equitable fashion by the media, then girls are not afforded the necessary exemplars to emulate” (p. 861). Thus, as a result, there is a chance that the future participation in sports can suffer, and as a result Pedersen (2002) explained that “females can lose out on the benefits provided in sports that can help them develop both professional and personal skills” (p. 420).

When focusing on past gender studies within sports settings, research has shown that women receive inequitable coverage allocations within each of the media outlets examined (Bishop, 2003; Cunningham, 2003; Duncan & Sayaovong, 1990). Recently, scholars have indicated that a difference exists in the gender coverage provided within for-profit (Cuneen & Sidwell, 1998; Fink & Kensicki, 2002) and not-for-profit (Huffman, Tuggle, & Rosengard, 2004) media outlets. Sagas, Cunningham, Wigley, and Ashley (2000) explained that a primary difference in the two types of media outlets is that for-profit sources tend to cater to the wants and needs of their customers in order to remain profitable. Cunningham et al. (2004) added the following:

Given the dependence upon consumers and consumer preferences among for-profit media sources, an alternative approach is to study the representation of men and women in not-for-profit media outlets, such as university newspapers, athletic department Internet Web sites, and/or the NCAA News, a publication of the National Collegiate Athletic Association (p. 862).

The NCAA News is a not-for-profit media outlet that has received attention from scholars in past research. Overall, research within the publication has demonstrated more favorable results for women when in comparison to for-profit media outlets (Shifflet & Revelle, 1994). Cunningham et al. (2004) confirmed the improvement in gender coverage in not-for-profit media outlets when reporting that women received 42.4% of the article coverage and 39.7% of the photographic coverage within the publication. The coverage rates presented in the study represent two of the most favorable coverage allocations for women in any media outlet.
An additional emphasis in research on not-for-profit media outlets has been the examination of gender coverage in media outlets with campus affiliation. Outside of the previous studies on the NCAA News (Cunningham et al., 2004; Shifflet & Revelle, 1994), the research on media outlets with a campus affiliation has demonstrated some of the most favorable coverage rates for women within intercollegiate athletic settings (Wann, Schrader, Allison, & McGeorge, 1998). One of the primary reasons for the more favorable coverage rates for women is the influence of Title IX on publications with campus affiliation. Additionally, Huffman et al. (2004) explained the following:

Because student journalists working for campus media belong to a generation that grew up with Title IX and because they live in college communities that include male and female student athletes, these student journalists might be more likely than professional media practitioners to cover athletes in a way that results in gender equity (p. 480).

While the coverage allocations have improved for women within not-for-profit media outlets, research has demonstrated that women are not fully represented within the campus media sources. In an analysis of campus newspapers, Wann et al. (1998) found that women were underrepresented when in direct comparison to both the female participation and enrollment rates at each of the coinciding universities examined in the study. In a similar study, Huffman et al. (2004) reiterated the previous results when demonstrating women received 27.3% of the overall newspaper coverage. Thus, despite small improvements, the results confirm that women are not fully represented within campus newspapers.

Recent research has also extended the analysis of media outlets with campus affiliation by focusing on the gender coverage provided on intercollegiate athletic websites (Sagas, Cunningham, Wigley, & Ashley, 2000). Sagas, Cunningham, Wigley, and Ashley (2000) provided an initial analysis when concluding that women’s softball teams were not fairly represented when in comparison to men’s baseball teams. Additionally, in a follow-up study, Cunningham and Sagas (2002) again demonstrated that the women’s softball team received less coverage than the men’s baseball team. On a positive note, the study demonstrated no difference in the coverage provided to the men’s and women’s basketball teams.

The purpose of the current study was to analyze the overall gender coverage provided to each of the teams contained within athletic departments on intercollegiate athletic websites. An analysis of the overall gender coverage provided on intercollegiate sites to each of the teams in the athletic department is essential for a couple of key reasons. First, as shown in the review of literature, it is clear that there is a limited amount of research available on the gender coverage provided on intercollegiate athletic websites. Further analysis would be beneficial in building new information on the media outlet. Second, in the limited research available, scholars have focused solely on the comparison between two to four similar female and male sport teams. Thus, the analysis of the coverage provided to each of the various teams housed within a college athletic department would provide new insight into the overall gender coverage rates offered on intercollegiate athletic websites. As a result, the current research provides additional depth that is useful to the literature on sports media coverage. Through an analysis of past related studies, the following hypotheses were created to guide the current research:

(1) Women will receive significantly less total overall [1A, 1B, 1C, 1D] coverage on intercollegiate athletic home Web pages than men, when in comparison to coinciding NCAA athlete and team gender participation rates.
1A) Advertisement
1B) Article
1C) Multimedia
1D) Photographic

(2) Women will receive significantly less non-scroll [2A, 2B, 2C, 2D] coverage on intercollegiate athletic home Web pages than men, when in comparison to coinciding NCAA athlete and team gender participation rates.
2A) Advertisement
2B) Article
2C) Multimedia
2D) Photographic

Methodology

The current research was a content analysis of the gender coverage provided on intercollegiate athletic home Web pages over an academic year. Particularly, the current research involved the analysis of the following four units of measurement on each individual athletic home Web page: advertisements, articles, multimedia content, and photographs. The decision was made to include the four categories, because it offers an opportunity to segment the coverage being provided on the websites. Thus, there was an opportunity not only to understand the overall gender coverage, but also to understand the gender coverage within higher quality coverage areas. Due to the nature of websites, there was an opportunity to further segment the coverage due to the fact that the sites offer advertisements and multimedia content. The advertisement content was characterized by the block advertisements provided to individual teams on athletic websites. The multimedia content was characterized as the audio and video content dedicated to individual teams on the home Web pages.

Sample
The data were collected from 30 athletic home Web pages during an academic school year. The data collection process involved a random selection of 30 programs from the NCAA Division I-A database. The sampling frame selected for the analysis was the 2005-2006 academic school year. Particularly, the following stratified samples were chosen to obtain a sample representative of each sports season presented during the school year: fall (October – December), winter (January – March), and spring (April – June). As recommended by Riffe, Lacy, and Fico (2005), a one-week random sample was taken from each of the sports seasons. Thus, the study included an analysis of 630 home Web pages during the academic year.

Data Collection
The data collection process involved a series of protocol that were developed to ensure reliability in the study. In order to accurately assess the coverage within each unit of measurement, the following measures were created to guide the coders during the data collection process: gender, location, and square inch coverage. As recommended by Malec (1994), the gender measure only included female and male, and did not include the “combined” and “neither” categories. In addition, the current research utilized a location measure that identified the area of the Web page where the coverage occurred. Similar to the front page newspaper coverage examined by Pedersen (2002), the study examined the non-scroll coverage directly available upon immediate access to the media outlet. In this case, the coverage was coined as “non-scroll” coverage, and this was characterized by the unit of measurement coverage appearing on the website prior to scrolling down the webpage. When multiple rotating stories were presented, each of the storylines were collected and considered as non-scroll coverage.

Data Analysis
Upon the completion of the data collection, the data were combined and calculated for data analysis. In order to examine the gender coverage differences, the Chi Square test was utilized in order to analyze the coverage within each of the units of measurement. Riffe, Lacy, and Fico (2005) explained that the Chi Square test is the most common statistical method used in content analysis research. Additionally, as stated by Pedersen (2002), it is necessary to develop an independent standard in order to compare the results to the expected outcome. The current research utilized the same independent standards adopted by Cunningham et al. (2004) in their analysis of the NCAA News: (1) NCAA individual athlete gender participation rates, and (2) NCAA team gender participation rates. The NCAA Sports Sponsorship and Participation Rates Report (NCAA Sports, 2006) was used to calculate both the percentage of athletes (women = 42.1%; men = 57.9%) and teams (women = 53.2%; men = 46.8%) participating in the NCAA. The rates were calculated according to the teams that were included in the study.

Results

Overall, the analysis of 630 intercollegiate athletic home Web pages produced 43,866 square inches for analysis. As shown in Table 1, the results demonstrated that the units of measurement each received the following square inch coverage allocations: advertisements (7,712 square inches), articles (19,311 square inches), multimedia (1,522 square inches), and photographic (15,321 square inches). Similarly, when focusing on location of the units of measurement, the results revealed that 57% of all of the coverage was considered non-scroll coverage. The results of the overall and non-scroll coverage for each of the units of measurement are presented in the following sections.

Table 1
Gender Coverage Allocations within the Four Units of Measurement

Gender	Advertisement	Article	Multimedia	Photograph
Men	5420(70.3%)	11587(60.0%)	1189(78.1%)	9240(60.3%)
Women	2292(29.7%)	7724(40.0%)	333(21.9%)	6081(39.7%)
Total	7712(100%)	19311(100%)	1522(100%)	15321(100%)

Note. Data in Square Inches and Percentages.

Article Coverage
The analysis of the article unit of measurement helped demonstrate the article coverage provided to women and men on intercollegiate athletic websites. In comparison to the other four units of measurement presented in the study, the results demonstrated that women received a slightly more favorable coverage allocation within the article unit of measurement. Overall, women received 40.0% of the total article coverage included in the study. Despite receiving a slightly higher coverage allocation, the Chi Square comparison (Table 3) revealed a significant difference than men when in comparison to the 42.1% female athlete participation rate (x² = 34.95, df 1, p < .05) and 53.2% female team participation rate (x² = 1351.86, df 1, p < .05).

Further analysis of the article unit of measurement demonstrated that women received a less favorable coverage allocation when focusing on the location of the coverage. In comparison to the number of female athletes active at the intercollegiate level, the results showed that the 36.4% non-scroll article coverage rate provided to women was significantly below the 63.6% coverage allocation offered to men (x² = 1351.86, df 1, p < .05). Similarly, when in comparison to team participation rates, the results illustrated that women were once again underrepresented when in comparison to men (x² = 868.57, df 1, p < .05).

Advertisement Coverage
In the analysis of the advertisement unit of measurement, the results demonstrated that women received 29.7% of all of the advertisement coverage included on the intercollegiate websites. In comparison, males received 70.3% of the overall advertisement coverage included during the study. As shown in Table 4, when in comparison to the overall female athlete (x² = 484.87, df 1, p < .05) and team participation rates (x² = 1707.68, df 1, p < .05), the advertisement allocation provided to women was significantly less than the advertisement coverage provided to men on the athletic sites.

Similar to the previous article unit of measurement, women received an even less favorable coverage allocation when focusing on the non-scroll advertisement coverage. In fact, the difference between the overall advertisement coverage and the non-scroll advertisement coverage represented an 8.8% decrease in coverage. When in comparison to athlete participation rates, the results confirmed that women received significantly less advertisement coverage in prime locations when in comparison to men (x² = 638.99, df 1, p < .05). Further analysis demonstrated that women were further underrepresented when in comparison to NCAA team participation rates (x² = 1452.13, df 1, p < .05).

Multimedia Coverage
Overall, when in comparison to the other units of measurement, the multimedia coverage area contained the least favorable coverage allocations for women. Particularly, as illustrated in Table 5, the investigation showed that the 21.9% multimedia coverage allocation provided to women was significantly less than the 78.1% coverage allocation provided to men (x² = 254.50, df 1, p <.05). Furthermore, when in comparison to team participation rates, the results demonstrated that women received slightly less favorable coverage allocations x² = 597.16, df 1, p < .05). Thus, women received even less coverage within units of measurement with a higher potential to influence fan consumption habits.

Similar to the article and advertisement coverage, the analysis of non-scroll multimedia coverage revealed a coverage allocation slightly below the 21.9% overall multimedia coverage rate provided to women. Overall, the Chi Square analysis helped determine that the 20.4% non-scroll multimedia coverage rate provided to women was significantly less the 79.6% coverage rate provided to men (x² = 164.56, df 1, p < .05). Similarly, the analysis also confirmed that females were severely underrepresented as well when in comparison to the NCAA team participation rates (x² = 367.64, df 1, p < .05).

Photographic Coverage
Overall, when in comparison to the other units of measurement, the photographic coverage area represented the second most favorable unit of measurement coverage for women. Despite demonstrating a more favorable coverage allocation, the 39.7% photographic coverage allocation provided to women was significantly lower than the 60.3% coverage allocation provided to men when in comparison to the individual athlete independent standard (x² = 36.5, df 1, p < .05). Similarly, the results also confirmed that women were underrepresented in comparison to men when focusing on the NCAA team coverage rates (x² = 1123.05, df 1, p < .05).

Despite still remaining underrepresented when in comparison to men (x² = 100.33, df 1,
p < .05), the 37.7% non-scroll photographic coverage allocation provided to women was the most favorable non-scroll unit of measurement rate provided to women during the investigation. While the coverage allocation is somewhat favorable, the results showed that females still received significantly less coverage than men when in comparison to the 53.2% female NCAA team participation rate (x² = 1248.36, df 1, p < .05). Thus, as a result, women received significantly less coverage than men in each of the units of measurement examined during the study.

Discussion

Similar to the study performed by Cunningham et al. (2004), the essential question when analyzing the gender results is to ask the question whether the glass is half full or whether the glass is half empty. In other words, the significance of the results provided to females within the study was dependent upon how you chose to interpret the data. On one hand, there was a unique opportunity to demonstrate a favorable response when the data were compared to past content analyses focusing on gender coverage in sports media outlets (Bishop, 2003; Fink & Kensicki, 2002). On the other hand, the results were not as promising when the data were compared to NCAA athlete and team gender participation rates (NCAA Sports, 2006). Depending on the area of focus, the glass could have either been half full or half empty.

A Revisited Perspective – Half Empty
An ideal starting point for analyzing the coverage allocations provided to women in the current study involved the direct comparison of results to present NCAA gender participation rates. When focusing on the comparison with NCAA athlete (42.1%) and team (53.2%) gender participation rates, the results revealed that the women were underrepresented in comparison to males in each of the units of measurement analyzed. In addition to the investigation of overall coverage allocation and units of measurement coverage allocations, the current research added depth by focusing on the coverage provided to women in prime website locations. Similar to a study performed by Pedersen (2002), the results of the study confirmed that women received slightly less favorable coverage allocations when focusing on the non-scroll coverage. Thus, the results confirmed that women received less attention than men in locations with more potential to reach fan segments.

In addition to the analysis of non-scroll coverage, the current research also provided additional insight by further segmenting the types of coverage offered on intercollegiate athletic websites. Overall, the segmentation provided the opportunity to examine the gender coverage being provided in the units of measurement with a higher potential to influence fan consumption habits. Thus, the lower coverage allocations within the advertisement (29.7%) and multimedia (21.9%) units of measurement for females is somewhat disappointing considering the coverage areas tend to draw more attention than your traditional article and photographic units of measurement.

The lack of coverage allocated to females on websites is a critical issue for a variety of different reasons. As illustrated by Cunningham et al. (2004), when females are not provided equitable coverage, then younger generations of athletes are not provided with role models to emulate. Thus, there is an opportunity that future participation interest in female sports will suffer because athletic departments are sending the message that female athletic teams are not important. Furthermore, with a potential lack of opportunities, females can lose out on important professional skills that are learned through participation in sports. In order to ensure that females are provided with an equal opportunity to succeed within intercollegiate athletics, athletic departments must provided equitable coverage allocations to female athletes.

A Varying Perspective – Half Full
An additional perspective on the gender coverage that was provided during the study is that the results were promising when in comparison to past content analyses on sports media outlets (Huffman et al., 2004). As previously mentioned, the results can potentially be seen as a step forward for women when judging them based upon past research focusing on for-profit media outlets. For example, when in comparison to the 10% of overall article and photographic coverage provided to women in Sports Illustrated (Fink & Kensicki, 2002), the article (40%) and photographic (39.7%) coverage provided to women in the current study helps demonstrate an overall improvement in the type of coverage being offered to female athletes.

An additional area of consideration when evaluating the results from the current study involves the direct comparison to content analyses examining not-for-profit media outlets (Sagas et al., 2004; Shifflet & Revelle, 1994). When in comparison to the not-for-profit media outlets, the results of the study are still somewhat promising. Overall, while the 40% article coverage rate is slightly lower than the allocation reported by Cunningham et al. (2004), the results confirmed an identical photographic coverage rate (39.7%) when in comparison to the previous study. Despite the fact that the article coverage is slightly lower than that which was reported by Cunningham et al. (2004), the results are still very promising considering the fact that the study focused on the coverage being provided on intercollegiate athletic websites. In contrast, the previous study by Cunningham et al. (2004) had focused on the gender coverage within the NCAA News. Thus, the results overall helped confirm that the glass seems to be half full due to the fact that women were being taken seriously within the not-for-profit intercollegiate athletic websites.

Conclusion

In future years, it is critical that minority groups of athletes receive an equal opportunity to succeed within intercollegiate athletic environments. In order to ensure equitable participation opportunities, athletic departments must monitor coverage on their home Web page to ensure that females are receiving fair coverage allocations. Particularly, there needs to be an emphasis on higher quality coverage areas to ensure that female sport teams are being provided with significant advertisement and multimedia content. Additionally, it is critical that females are provided with sufficient amounts of non-scroll coverage so that they are recognized as important entities to athletic programs in future years.

In addition to the previously addressed concerns, the gender coverage on intercollegiate athletic websites is also important for another crucial reason: the intercollegiate websites set gender coverage precedence for independent media outlets without NCAA affiliation. After all, when athletic departments provide inequitable gender coverage on their home websites, they are sending a message to independent media outlets that female sports participation is not important. As a result, independent media outlets such as Sports Illustrated and USA Today have even less incentive to cover female athletics in their publications. Thus, it is critical that athletic departments understand the importance of setting a positive precedence for independent media outlets.

In the future, it will be important that scholars continue to focus on the gender coverage being provided on intercollegiate athletic websites. A limitation of the current research is that it focused on the gender coverage on the websites during an academic year. In order to provide additional insight, future research should examine the gender coverage over a longer time frame to determine whether the coverage provided to females is improving over time. Additionally, scholars could also provide additional depth to the study by investigating the gender coverage provided during the summer months.

In addition to the investigation of intercollegiate athletic websites, future studies should also focus on identifying the gender coverage being provided on a variety of different sites featured on the Internet. For example, scholars could focus on the units of measurement coverage provided on conference websites to determine the message being sent by NCAA conferences. Furthermore, in addition to the gender coverage provided on sites with NCAA affiliation, future research should also examine the individual team coverage being provided on websites. The identification of individual team coverage not only provides data to alleviate gender inequalities, it offers an opportunity to understand the men’s nonrevenue teams receiving inequitable coverage allocations.

References

Bishop, R. (2003). Missing in action: Feature coverage of women’s sports in Sports Illustrated. Journal of Sport & Social Issues, 27(2), 184-194.

Coakly, J. J. (1998). Sport in society: Issues and controversies. Boston: McGraw-Hill.

Cuneen, J., & Sidwell, M. J. (1998). Gender portrayals in Sports Illustrated for kids advertisements: A content analysis of prominent and supporting models. Journal of Sport Management, 12(1), 39-50.

Cunningham, G. B. (2003). Media coverage of women’s sport: A new look at an old problem. Physical Educator, 60(2), 43-50.

Cunningham, G. B., & Sagas, M. (2002). Utilizing a different perspective: Brand equity and media coverage of intercollegiate athletics. International Sports Journal, 6, 134-145.

Cunningham, G. B., Sagas, M., Satore, M. L., Amsden, M. L., & Schellhase, A. (2004). Gender representation in the NCAA News: Is the glass half full or half empty? Sex Roles: A Journal of Research, 50(11/12), 861-870.

Duncan, M. C., Messner, M. A., Williams, L., & Jensen, K. (1994). Gender stereotyping in television sports. In S. Birrell & C. L. Cole (Eds.), Women, culture, and sport. Champaign, IL: Human Kinetics.

Duncan, M. C., Messner, M. A., & Jensen, K. (1994). Gender stereotyping in televised sport: A follow-up to the 1989 study. Champaign Ill.: Human Kinetics. Retrieved May 8, 2007, from http://www.aafla.org/Publications/ResearchReports/ResearchReports3_.htm.

Duncan, M. C., & Sayaovong, A. (1990). Photographic images and gender in Sports Illustrated for kids. Play and Culture, 3, 91-116.

Fink, J., & Kensicki, L. (2002). An imperceptible difference: Visual and textual constructions of femininity in Sports Illustrated and Sports Illustrated for Women. Mass Communication & Society, 5(3), 317-339.

Huffman, S., Tuggle, C. A., & Rosengard, D. S. (2004). How campus media cover sports: The gender-equity issue, one generation later. Mass Communication & Society, 7(4), 475- 489.

Internet world stats: Usage and population statistics. (2007). Top 20 countries with the highest Internet users. Retrieved February 23, 2007, from the World Wide Web
http://www.internetworldstats.com/top20.htm

Kane, M. J. (1988). Media coverage of the female athlete before, during, and after Title IX: Sports Illustrated revisited. Journal of Sport Management, 2(2), 87-99.

Lombardo, J. (2007, March 5). Blazers first with social networking site. Street & Smith’s Sports Business Journal, 9(43), 3.

Malec, M. A. (1994). Gender (in) equity in the NCAA News? Journal of Sport and Social Issues, 18(4), 376-378.

NCAA Sports Sponsorship and Participation Rates Report. (2006). The Online Resource for the National Collegiate Athletic Association (NCAA). Retrieved February 21, 2008, from http://www.ncaa.org/library/research/participation_rates/1982-2006/1982_2006_participation_rates.pdf

National Association for Girls and Women in Sport. (2007). Title IX – The law and its implications. Retrieved October 25, 2007, from http://www.aahperd.org/nagws/template.cfm?template=titleix/law.html

NCAA Members by Division. (2007). The Online Resource for the National Collegiate Athletic Association. Retrieved October 25, 2007, from http://web1.ncaa.org/onlineDir/exec/divisionListing

Pedersen, P. M. (2002). Investigating interscholastic equity on the sports page: A content analysis of high school athletics newspaper articles. Sociology of Sport Journal, 19(4), 419-432.

Policy interpretation: Title IX and intercollegiate athletics (2007). U.S. Department of Education. Retrieved October 25, 2007, from http://www.ed.gov/about/offices/list/ocr/docs/t9interp.html.

Riffe, D., Lacy, S., & Fico, F. G. (2005). Analyzing media messages: Using quantitative content analysis in research (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.

Sagas, M., Cunningham, G. B., Wigley, B. J., & Ashley, F. B. (2000). Internet coverage of university softball and baseball websites: The inequity continues. Sociology of Sport Journal, 17, 198-205.

Shifflet , B., & Revelle, R. (1994). Equity revisited. Journal of Sport & Social Issues, 18(4), 379-383.

The Internet news audience goes ordinary. (1999, January 14). Pew Research Center. Retrieved October 25, 2007, from http://people-press.org/reports/display.php3?ReportID=72

Title IX, Educational Amendments of 1972 (Title 20 U.S.C. Sections 1681-1688). (1972). U.S. Department of Labor. Retrieved October 25, 2007, from
http://www.dol.gov/oasam/regs/statutes/titleix.htm

Wann, D. L., Schrader, M. P., Allison, J. A., & McGeorge, K. K. (1998). The inequitable newspaper coverage of men’s and women’s athletics at small, medium, and large universities. Journal of Sport and Social Issues, 22(1), 79-87.

U.S. Sports Academy2016-04-01T09:42:22-05:00April 24th, 2009|Contemporary Sports Issues, Sports Management, Women and Sports|Comments Off

Implementing a Breathing Technique to Manage Performance Anxiety in Softball

Submitted by: Linda Garza, MS – Purdue University and Sally J. Ford, PhD – Texas Woman’s University

Abstract

An intervention strategy was developed, implemented, and evaluated that aimed at minimizing performance anxiety. The goal was to guide NCAA Division I softball athletes in using a breathing technique that, by contributing to the management of performance anxiety, would help each athlete reach full potential on the softball field. The strategy focused on the effects of the breathing technique on the participants’ heart rates, in relation to daily anxiety events; a heart rate monitor and anxiety logs were used to obtain data. All 4 of the athletes studied indicated improvement at various stages in the program.
(more…)

U.S. Sports Academy2016-10-20T13:19:29-05:00April 23rd, 2009|Sports Exercise Science, Sports Studies and Sports Psychology, Women and Sports|Comments Off

Eating Disorders Among Female College Athletes

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

Abstract

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

Eating Disorders Among Female College Athletes

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

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

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

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

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

Methods

Participants

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

Instruments

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

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

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

Procedure

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

Statistical Analysis

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

Results

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

Table 1

Participating Female Students’ Average Score on EAT–26

	Athletes (n = 60) M ± SD	Non-Athletes (n = 65) M ± SD
EAT–26 Score	15.4 ± 5.8	14 ± 5.0

Values are means ± SD; n, number of subjects

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

Table 2

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

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

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

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

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

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

Discussion

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

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

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

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

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Author Note

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

U.S. Sports Academy2013-11-25T22:09:11-06:00April 2nd, 2008|Sports Exercise Science, Sports Facilities, Sports Management, Sports Studies and Sports Psychology, Women and Sports|Comments Off