ISSN: 1543-9518

Investigation of Recruiting Criteria of Leading NCAA Division I Softball Coaches

Amber N. Kavekar, M.S., Trinity Valley Community College; Sally J. Ford, Ph. D, Texas Woman’s University

Abstract

Purpose of this investigation was to determine the recruitment criteria of the 50 winningest active coaches in NCAA I collegiate softball. Twenty-seven of the NCAA Division I head coaches completed a survey designed to assess their recruiting evaluation standards and measures. The survey 15 items based on the evaluation of a recruit including statistics, use of recruiting tools, measuring intangibles and tangibles, the preference of a multi-sport high school athlete or a multi-position player, when to begin recruiting, most desired positions recruited, and the important elements of a successful recruiting athletic program. Based on the analyses of the survey date, most of the coaches use similar criteria. Results indicated similar explanations and findings in current talent identification, recruiting techniques, and applications.

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2016-10-20T14:34:29-05:00April 8th, 2010|Sports Management, Women and Sports|Comments Off on Investigation of Recruiting Criteria of Leading NCAA Division I Softball Coaches
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The Perceived Role of Senior Women Administrators in NCAA Division I Institutions

Laura M. & Lance C. Hatfield, University of Georgia; Jan L. Drummond, University of Tulsa

Abstract

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

Introduction

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

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

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

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

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

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

Method

Participants and Procedure

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

Materials

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

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

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

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

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

Results and Discussion

Appropriate Responsibilities

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

Budget Decisions

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

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

Advancement of Women in Athletics

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

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

Conclusions

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

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

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

Tables

Table 1

SWA Perceptions of Responsibilities Given Not Appropriate for Their Job

Responses                               Frequency                   Percent                        Cumulative Percent

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

No Response                             4                                  2.7                 100.0

 

Table 2

SWA Perceptions of Decision-Making Power in Budgeting                                                   

Responses                               Frequency                   Percentage       Cumulative Percent

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

No Response                             2                                  1.4                 100.0

 

 

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

Functions                                            Count                          Percent             

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

(Respondent was asked to check all that apply.)

References

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

2013-11-25T19:41:46-06:00July 10th, 2009|Contemporary Sports Issues, Sports Coaching, Sports Exercise Science, Sports Management, Women and Sports|Comments Off on Prevention of ACL Injuries in Female Athletes through Early Intervention
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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.

2015-10-02T23:24:35-05:00July 10th, 2009|Contemporary Sports Issues, Sports Exercise Science, Sports Studies and Sports Psychology, Women and Sports|Comments Off on Competitive State Anxiety among Junior Handball Players
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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.

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2016-04-01T09:42:22-05:00April 24th, 2009|Contemporary Sports Issues, Sports Management, Women and Sports|Comments Off on NCAA Website Coverage: Do Athletic Departments Provide Equitable Gender Coverage on Their Athletic Home Web Pages?
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