Breaking Up Is Not-So-Hard to Do: Image Repair in Conference Realignment

Authors: John McGuire PhD.1 Ali Forbes PhD.2

1Oklahoma State University, Stillwater Oklahoma USA. 2University of Texas -Austin, Austin, Texas USA.

Corresponding Author:
John McGuire PhD.
206 Paul Miller, OSU
Stillwater OK 74078
[email protected]

John McGuire, PhD, is a Professor and Welch-Bridgewater Chair for Sports Media at Oklahoma State University. Dr. McGuire Is the author of Sportscasting in the Digital Age: More than the Game as well as co-editor for The ESPN Effect and ESPN and the Changing Sports Media Landscape.

Dr. Ali Forbes is a professor of practice in the Moody College of Communication at the University of Texas at Austin. Dr. Forbes has a bachelor’s degree from Brock University, an honors degree in communication from the University of Ottawa, a post-graduate diploma in sports journalism from Loyalist College, a master’s degree in sport and fitness management from Troy University, and a doctorate in journalism and mass communication from Arizona State University. Her professional background is in live broadcasting for sports

Breaking Up Is Not-So-Hard to Do: Image Repair in Conference Realignment

Realignment in college athletics in the United States has been a common theme of the 2000s, in nearly all conferences at all levels of competition. But there has never been a time like the early 21st century, where the financial stakes of realignment and sense of prestige for these institutions have ever been higher.

Some of the most shocking conference moves have occurred in the 2020s. In 2022, UCLA and USC announced their intentions to leave the Pac-12 for the Big Ten conference starting in 2024. A year before in 2021, Texas and Oklahoma, the two football powerhouses in the Big 12, announced plans to leave for the Southeastern Conference no later than 2025 (they are actually making the move in 2024). In all of these cases, the schools that are leaving and the conferences losing teams, the need exists for image repair. This study employed Benoit’s Image Repair Theory (IRT) to show how the departing schools justified their decisions and the how the conferences tried to restore their images going forward. An analyses of statements to the media found that the departing schools and the commissioners of leagues that lost members depended on a combination of (a) Evading Responsibility; (b) Reducing Offensiveness; and (c) Corrective Action. The study also found neither the departing schools nor conference commissioners engaged in Mortification (i.e., seeking forgiveness for offensive actions) in such image repair.

Keywords: Sports media, television, athletic directors, NIL (name, image, likeness).

Breaking Up Is Not-So-Hard to Do: Image Repair in Conference Realignment

There is a long history of realignment when it comes to collegiate athletic conference membership in the United States. Individual colleges have come and gone from different conferences since people started keeping track of such things in the 1930s. Some conferences may have dropped a sport like football (e.g., The Big East) or even go entirely out of existence (e.g., the Southwest Conference in the 1990s) because of this constant maneuvering (1). But there’s never a been a time like the early 21st century where the financial stakes of realignment and sense of prestige for these institutions have ever been higher.

The 2020s has especially seen seismic changes. In 2022, the University of Southern California (USC) and the University of California at Los Angeles (UCLA) bolted the Pac-12 conference for membership in the Big Ten conference starting in 2024, even with the closest existing Big Ten member (the University of Nebraska-Lincoln) a mere 1,500 miles away. In leaving the Pac-12, the schools would cast aside an athletic history that dated back to the original “Conference of Champions” in the 1930s. Before that, in 2021, the Texas Longhorns (UT) and Oklahoma Sooners (OU) announced plans to leave the Big 12 and join the Southeastern Conference (SEC) no later than the start of the 2025 football season, if not sooner. Even smaller Division One conferences (American, Sun Belt) have experienced realignment in the 2020s.

The obvious driver in all these moves is money associated with a school’s affiliation with football conferences with television appeal. The SEC and Big Ten are perceived as having the most valuable programs, which create dream games for television viewers each season (e.g., Ohio-State-Michigan, Alabama-LSU). As the conferences add more powerhouses, the bigger the expected audience share, meaning the value of media rights soar in the process. Starting in 2026, every SEC school is likely to receive nearly $100 million each from new media deals with the ESPN/ABC networks. The Big Ten also agreed to contracts with FOX, NBC, and CBS starting in 2023 generating more than $1.1 billion annually, meaning the financial cut for each league school could reach $80-to-90 million in the deal’s first year (2).

In this realignment chaos, higher education institutions that are either abandoning one conference for another or the conference being left in the lurch are engaged in various aspects of image repair. For a departing school like Oklahoma leaving the Big 12, image repair is necessary to justify why such a decision was made. For the remaining conference members, image repair is necessary for defending the conference’s athletic reputation and offering its fans reasons to be optimistic about the future. Using Benoit’s Image Repair Theory (IRT), this research will examine the rhetorical strategies employed in USC and UCLA’s departure from the Pac-12 as well as UT’s and OU’s departure from the Big 12. It will also examine how the Pac-12 and Big 12 commissioners engaged in image repair (3).

Literature Review

Studies of Conference Realignment  

There is a growing body of work examining conference realignment in major collegiate sports, particularly in the 21st century. Such studies have ranged from investigating the competitive impact resulting from such realignment (4), fan views’ regarding the loss of long-standing rivalries (5), and how realignment was impacting fans’ desire to follow their team for road games (6). Watkins examined one of the earliest mass departures from one athletic conference and the reasons behind it. In examining the departure of 13 schools from the Southern Conference to create the SEC in 1932, Watkins found the move was driven by multiple factors, including (a) relaxed eligibility rules; (b) allowing scholarships for some players; and (c) allowing schools to broadcast their own games on radio (7). In the 21st century, Tribou determined multiple primary factors driving conference realignment, including (a) increasing media exposure; (b) generating greater revenue; and (c) using such affiliation to as a stepping stone to compete for national titles (8).  

While there is a belief that jumping from one conference to another provides tangible financial windfalls for the athletic programs on the move, Hoffer and Pincin found such windfalls were short-lived (9). The researchers analyzed revenues and expenditures of schools moving and found that in cases where more media revenue was earned through realignment between 2006 and 2011, these schools also ended up with increasing costs almost equal to that of its new revenues. The researchers’ findings argued against claims that a school’s move to another conference will mean less pressure for seeking donor support for athletics.  

In the 2020s, another factor that has emerged influencing desired conference affiliations is helping secure NIL (name, image, likeness) money to its athletes. These NIL rights for players, adopted by the NCAA in 2021, meant the prestige of a conference like the SEC can positively influence the value of a student’s NIL deal versus being in a less prestigious conference (e.g., The Big West) (10).  Lifschitz et. al (11) and Kramer II (12) have argued that beyond additional revenue, the perceived status associated with moving to a stronger conference means greater national exposure for the institution. Past research has demonstrated that the desire for status among educational institutions is as important to these organizations as success in athletic competition (13). Administrators want to be associated with prestigious conferences that promote high academic standards and research that can help an institution’s ranking among its peers (14). Lifschitz et. al described that, over time, “college and universities have created elaborate formal systems for determining which schools will compete at football with each other” (15, p. 208). The researchers hypothesized that, as a result, conference realignment goes beyond competition on the field, but gaining academic prestige associated with its new league. Researchers examined data sets contrasting conference affiliation, winning percentage in past football seasons, as well as institutional academic performance and other organizational traits. The findings supported Lifschitz et. al’s hypothesis that schools within a particular conference had generally similar academic traits, suggesting realignment is more than establishing athletic associations.         Kramer II (16) employed a case study approach with three different institutions (never identified in the study) to better understand the reasoning behind their choice for conference realignment. Kramer’s findings suggested common discourse was used by all three institutions regarding its decision to change conferences. That included (a) greater financial benefit for athletics; (b) increasing institutional prestige and visibility; and (c) benefitting from that prestige and visibility, thereby increasing the institution’s financial support.   

This literature review suggests there are multiple factors behind an institution’s  

desire to realign conferences that goes beyond touchdown passes and blocked shots. While improving the quality of competition athletically and obtaining the financial wherewithal to support that college’s or university’s athletic endeavors. However, such moves are also seen as a positive statement about the institution, one that administrators hope will benefit the institution’s overall academic image. Kramer II’s research in particular supports the idea that statements attempting to justify such decisions are meant to deal with stakeholders unhappy with ending long-time rivalries and traditions (17). This study will focus in particular upon the rhetorical efforts in these situations where (a) institutions justify the decision to change conferences and (b) the responses from commissioners losing teams to another conference.   

Image Repair Theory

There are often times when organizations or individuals are pressed to justify certain  

actions or decisions. For sports organizations, this involves addressing its fan base. But in cases of higher education institutions where the decision is made to drop affiliation with one conference for another, there is a broader audience to address. That audience includes university alumni and other stakeholders, including the student-athletes themselves.  

Elements of Image Repair Theory

The primary purpose of the rhetor is to restore or protect the image of the rhetor (18). Benoit’s IRT has been applied widely to analyze image repair attempts, typically with individuals, but also examining organizations (19) (20 (21). 

Benoit developed his theory of image repair based on the assumption that such utterances are goal-oriented, seeking rehabilitation of the communicator’s image or reputation. Researchers use the theory to: (a) establish the communicator’s goals; (b) identify methods of image repair; and (c) evaluate how effective the communicator was in the effort (22).  

Use of Image Repair by Sports Organizations

Benoit’s typology has been gaining in application to sports organizations. Fortunato analyzed Duke University’s lacrosse scandal where three players were alleged to have sexually assaulted a female dancer hired for a party that several team members attended. He argued the university employed mortification, bolstering (of the university), and corrective action to deal with the crisis (23). Benoit examined the so-called “Bountygate” scandal that engulfed the NFL’s New Orleans Saints in 2012, when members of the Saints’ coaching staff offered cash incentives for knocking opposing players out of games. Benoit’s examination found the head coach and general manager (a) expressed mortification at the behavior; and (b) promised corrective action while also utilizing denial of allegation against them. Benoit’s evaluation was these efforts went lacking because of the seriousness of the offense (24). Armfield et al. examined the controversy that engulfed the New England Patriots after the American Football Conference championship game and resulting “Deflategate” scandal. Head Coach Bill Belichick held multiple briefings with the media, where such sessions were filled with questions about the alleged cheating (i.e., using deflated footballs in a bad weather playoff game, allowing quarterback Tom Brady to have a better grip). At first, Coach Belichick’s statements while the scandal was unfolding involved simple denial and pledging corrective action. As questions mounted, Coach Belichick shifted to rhetorical strategies of evading responsibility and defeasibility (25). 

While existing IRT literature tends to focus on the individual athlete like a Mark McGwire in baseball., organizations in team sports are more and more becoming embroiled in controversies such as fair play, both on and off the field. In the case of conference realignment, both the universities leaving and the conferences being left behind would benefit from repairing their image with some portion of the sports world.  

Methodology

For schools engaging in conference realignment, image repair becomes important in helping stake out justifications for abandoning long-time partnerships. In the case of USC and UCLA, these relationships dated back nearly a century with some other conference schools like Stanford and California. For the University of Oklahoma, its football rivalry with in-state rival Oklahoma State University, referred to as “Bedlam,” dated back to the 1910s, about the time Oklahoma actually became a U.S. state.  At the same time, the two conferences losing members that were among college football’s elite created the potential loss of prestige and the ability to command big money for upcoming media rights negotiations.  As a result, these conference commissioners found it necessary to engage in their own image repair on behalf of its members. The primary research question for this study is identifying the different strategies employed by the different entities involved. 

First, the researchers examined four of the initial statements given by USC, UCLA and by the Pac-12 commissioner (July-August 2022). In each of these circumstances, the parties involved had control over the message (written and spoken) being delivered about the impact of realignment decisions. Second, the researchers examine statements given by Oklahoma University president Joseph Harroz, University of Texas-Austin president Jay Hartzell, and Big 12 commissioner Bob Bowlsby. While Harroz read a statement in a controlled setting in July of 2021, Hartzell and Bowlsby presented their statements before a special Texas legislative committee in August 2021, created to examine what impact UT’s departure would have on fellow state schools like Texas Tech. As a result, each man’s testimony took on a  “he said, he said” battle, creating different conditions, and as a result, different IRT strategies. 

Coding of Texts

Researchers coded each of the six texts separately and came to an agreement in identifying types of image repair strategies. Five major strategies are associated with Benoit’s IRT, including: (a) Denial; (b) Evading Responsibility; (c) Reducing Offensiveness; (d) Corrective Action; and (e) Mortification (26).  First, Denial is described as a communicator’s rejection of the claims being made. Second, Evading Responsibility is the communicator offering alternative explanations as to why something has happened. Examples of this include: (a) provocation; (b) defeasibility; (c) accident; or (d) good intentions. Third, Reducing Offensiveness suggests the communicator accepts some measure of responsibility, but offers reasons that would lessen the impact on their reputation. Examples of this strategy include: (a) bolstering the communicator’s image to lessen the impact of the harmful action; (b) minimization of the incident; (c) differentiation contrasting the specific act with more serious transgressions; (d) transcendence, in which the specific act is placed in a separate light; (e) attacking the accuser; and (f) offering some form of compensation for the perceived harm caused by the communicator’s actions. Fourth, Corrective Action can be described as the communicator promising steps to resolve the problem. Fifth, Mortification is where the communicator expresses disappointment in his or her own actions or thoughts and seeks forgiveness. A typical post-review step in such IRT studies involves judging whether the image repair was successful, typically through scientific polling results measuring changes in attitudes among the public (27). In this instance, no scientific polls could be found asking about the moves by the four schools involved. 

Analyses

There was one commonality with all of the texts examined: An absence of mortification as a repair strategy. The parties instead focused on (a) reducing offensiveness or (b) evading responsibility. For the universities changing conferences, the image repair dealt with abandoning long-time geographic rivals for the promise of more lucrative media revenue payouts. In the case of the Big-12 and Pac-12 commissioners, similar strategies sought to maintain their conferences’ reputations and reassuring remaining fan bases that there was a path forward. In the case where the Big 12 commissioner and University of Texas President appeared at the same event, the use of denial became an additional image repair device.  

2022: The Pac-12

UCLAThe UCLA statement from Chancellor Gene Block and Athletic Director Martin Jarmond utilized strategies of defeasibility (Evading Responsibility) and bolstering, minimization, and compensation (Reducing Offensiveness) in discussing the university’s move to the Big Ten conference. The UCLA statement started with “For the past century, decisions about UCLA Athletics have always been guided by what is best for our student-athletes, first and foremost, and our fans.” In the same paragraph, the statement declared that “…seismic changes in collegiate athletics have made us evaluate how best to support our student-athletes as we move forward.” These sentences indicate the use of defeasibility, rhetorically placing UCLA’s student-athletes at the heart of the institution’s decision in changing conferences, without directly mentioning the huge financial payout that awaited from joining the Big Ten (28). Yet despite this stated concern for its student-athletes, UCLA’s athletic department statement also engaged in minimization (Reducing Offensiveness) regarding the added travel its student-athletes would be facing in the future: “…although this move increases travel distances for teams, the resources offered by Big Ten membership may allow for more efficient transportation options.” The UCLA statement made no mention of what travel “resources” could be employed for future games at Maryland or Rutgers on the east coast (29).  Another part of the UCLA statement addressed another the student-athlete equation: “Specifically, this move will enhance Name, Image and Likeness opportunities through greater exposure for our student-athletes and offer new partnerships with entities across the country” (30). Addressing the importance of NIL and the opportunities afforded student-athletes by a move to the Big Ten conference demonstrated the use of bolstering (Reducing Offensiveness).  It bolsters the university’s choice to abandon its remaining partners in the Pac-12 because of uncertainty (e.g., future media revenues).  

The statement further employed bolstering and compensation to soothe UCLA supporters angered at the loss of decades of Pac-12 conference traditions. Bolstering was used when the statement declared  UCLA’s goals “…to preserve our traditional regional rivalries,” while also noting the USC rivalry would continue into the new conference. The administrators also employed the strategy of compensation toward its fans, stating “…Big Ten membership equates to better television time slots for our road games, but the same number of home games either at the Rose Bowl, in Pauley Pavilion or other UCLA venues.” In both of these statements, UCLA seemingly promised to keep playing universities they had faced going back to the days of the Pac-10 and even the Pac-8, with many of those games in Los Angeles.   

USCSouthern Cal President Carol Folt issued a written statement on June 30, 2022, the same day as UCLA’s announcement. Like her counterparts at their crosstown rival, Folt’s statement employed the image repair strategies of Evading Responsibility (defeasibility) and Reducing Offensiveness (bolstering, minimization) in offering a rationale for its decision. Holt said the change was something that was forced upon USC: “Our move to the Big Ten positions USC for long-term success and stability amidst the rapidly changing sports media and collegiate athletic landscapes.” Unlike UCLA’s statement, Holt used bolstering while noting the non-athletic aspects of the move: “We know the Big Ten shares our commitment to prioritizing student-athlete’s well-being and academic demands….” Much like the UCLA statement, President Holt sought to minimize the impact of increased travel for its student-athletes: “We are committed to devoting the necessary resources to ensure our student-athletes can continue to thrive in their coursework with minimal travel disruption.” Holt later clarified that meant working with the Big Ten on travel and scheduling plans before the move in 2024 (31). 

Holt joined her UCLA counterpart in bolstering USC’s intention to maintain at least some rivalries: “As we begin to plan for our move, please know we will do everything we can to preserve the wonderful traditions and rivalries we have built in the Pac-12 that our students, alumni and fans have enjoyed for decades.” That included maintaining its long-standing football series with Notre Dame (32).  

Pac-12 CommissionerThe Pac-12 conference office issued a short and relatively positive statement the same day that UCLA and USC announced its move to the Big Ten. While expressing disappointment with the pending departure of two flagship institutions, the statement used bolstering and transcendence (forms of Reducing Offensiveness) to (a) highlight the conference’s long-standing excellence in men’s and women’s athletics; (b) future initiatives serving the remaining Pac-12 schools; and (c) indicating a search for new conference members sometime in the future. Although acknowledging USC and UCLA’s decision to leave the Pac-12, the conference statement contained no direct attacks against those programs (33).  

A few weeks later, Pac-12 commissioner George Kliavkoff addressed the UCLA-USC departures in greater detail during the start of the league’s football media day. Klavikoff utilized similar strategies as the conference’s original statement. Kliavkoff employed bolstering and transcendence (Reducing Offensiveness) to highlight the remaining assets the conference possessed, claiming the remaining national brands (e.g., Stanford) kept the conference in an enviable position, despite losing schools located in the nation’s number-two media market. Kliavkoff announced the conference would develop new events to attract media partners and advertisers (bolstering). Kliavkoff’s statement also employed transcendence when stating the Pac-12 was still stronger than other conferences like the Big 12 and the Atlantic Coast Conference regarding television viewership. Future expansion was also highlighted as a way to grow even stronger, even though the Pac-12’s options were limited (e.g., Boise State) (34). 

2021: The Big-12 Conference  

Oklahoma.  After news broke in mid-July 2021 about Oklahoma and Texas wanting to move to the SEC, Oklahoma’s Board of Regents approved the move in a matter of weeks. OU President Joseph Harroz read a prepared statement at the Regents’ meeting explaining the University’s decision rather than just putting out a printed statement. For a portion of the state of Oklahoma, the primary sore spot about the move was OU’s abandoning its long-time rivalry with Oklahoma State. Harroz used a combination of strategies that involved both Evading Responsibility (e.g., good intentions and defeasibility) and Reducing Offensiveness (bolstering and minimization) to address the divide his institution created in the state. President Harroz explained that OU leaders had examined different alternatives: “We looked for solutions [to stay with OSU] but that simply is not what the market we’re pursuing allows.” Here we see Harroz expressing good intentions in trying to bring along Oklahoma State, but that the SEC members were not interested in the Stillwater institution. Later, Harroz was blunt about the SEC’s wished, as he stated that OU was “vying for a limited number of positions in the SEC.” Here we see Harroz engaging in defeasibility, noting that OU had to be concerned about its own future first, and that a choice had to be made between joining the SEC or remaining attached to Oklahoma State in the Big 12 and losing its opportunity to join a stronger football conference in a stronger financial position (35). President Harroz, in trying to reduce perceived offensiveness, used minimization, noting OU would continue playing OSU on a regular basis in men’s and women’s athletics as often as possible, including football. He also pledged support to continuing partnerships with Oklahoma State in academic and research efforts.  

One of the other arguments Harroz came back to several times in his statement was that OU athletics had to at least break even on its athletic finances, as no state funding went into supporting their sports programs: “…we’ve got to be in a structure where students…and state are not subsidizing athletics.” We classify this as bolstering, as President Harroz was touting the continuation of a long-held policy (36). He also used transcendence to place Oklahoma’s goals in a broader picture, saying first that the move was of “critical importance” to helping OU fulfill its strategic plans and then later noting that a move to the SEC would help fulfill an institutional goal of becoming affiliated with the American Association of Universities (AAU), a prestigious academic group. Harroz also utilizes compensation by stating the jump to the SEC “benefits the entire state of Oklahoma,” through new research and educational opportunities (37).  

Tete-a-tete in the Texas Legislature 

As noted above, the texts used by the researchers for statements by University of Texas-Austin President Jay Hartzell and Big 12 Commissioner Bob Bowlsby resulted from testimony given before a special Texas legislative committee considering potential fallout from UT’s move to the SEC. The setting created an atmosphere where there was less control compared to UCLA or USC’s written statements. This was also a setting where both individuals felt like they had to speak to the other (although not directly), challenging previous statements.  

TexasUT President Hartzell depended heavily on Evading Responsibility and Reducing Offensiveness in justifying his University’s decision to the legislature. Hartzell used defeasibility to point to a lack of control UT had over its circumstances, including the financial impact of the 2020 Covid pandemic: “While many agree that tectonic change is already underway, few will deny that the events of the last year have accelerated these disruptions and increased uncertainty over the future of college sports.” That same lack of control was the basis for Hartzell’s use of provocation: that the Big 12’s inability to guarantee a significant increase in its media rights deals forced Texas’s hand: “these trends and changes that are outside of our control led our leadership team to consider how best to protect and position our athletic programs….” Transcendence (a form of Reducing Offensiveness) was also used in regard to this argument, as Hartzell argued that “…SEC might be a home for the university, providing us with greater certainty and less risk.”  In this case, Hartzell seemingly suggested that in this era of conference realignment, the Big 12 itself was in a position to fall by the wayside as other conferences had in the past (37). Hartzell also made use of specific strategies (bolstering, minimization, and compensation) in trying to reduce the perceived offensiveness of leaving other Texas-schools behind. For example, Hartzell used bolstering in stating “Our friendships in the [Big 12] and their schools and their leaders are rich.” This utterance was meant to at least suggest that Texas, while not a member of the Big 12, would be open to continuing competition with their long-time conference foes. Hartzell employed minimization about the move by noting the football rivalry with Oklahoma would continue in the SEC (the teams play each October at Dallas’s Cotton Bowl during the Texas State Fair). And Hartzell noted that the move would result in what many football fans wanted: Resumption of the long-time rivalry with Texas A&M (38).  

Hartzell’s final form of image repair involved a simple denial of charges leveled against his institution regarding its behavior and treatment of its other Big 12 partners. Hartzell used simple denial when stating “We have honored all agreements. We have not violated any Big 12 bylaws [related to the announced move].” Hartzell also used minimization, noting Texas’s announcement gave the conference four seasons to prepare for what was to come (39). 

Big 12 CommissionerUnlike his counterpart in the Pac-12, Bob Bowlsby did not tout the future of his conference or the search for new conference members. Instead, Bowlsby told the Texas legislative committee that Texas and Oklahoma had acted in bad faith in dealing with the Big 12, even well before word leaked out in mid-July 2021 about the SEC move. Bowlsby ignored past events (i.e., the Big 12’s media partners refusing to start negotiations on a new deal), instead focusing on the actions of the two departing schools: “These two that are leaving…have done so without notification to us and no accounting for their reasons.” Bowlsby is attempting to use a form of Denial (shift blame) (40). Instead of acknowledging perceived issues the two schools cited with the future of the Big 12, Bowlsby attacked Texas and Oklahoma about the way they had acted, raising doubts about their continued commitment through the life of the current membership agreement: “One can understand our skepticism about the sincerity of their now stated intentions to play…through ’24-’25.” The limited nature of Bowlsby’s image repair and not addressing the remaining eight conference schools (including the Texas-based schools, the reason why the hearing was taking place) may have come off baffling not only to committee members, but to the programs Bowlsby claimed to represent (41).  

Conclusions

As noted above, one significant finding in this story is the lack of Mortification in any of the image repairs attempted by the schools moving conferences or league commissioners.

Unlike the situation that faced the New Orleans Saints (e.g. putting out cash bounties for injuring opposing players), neither USC, UCLA, OU, or Texas saw no need for expressing regret, as they believed they were forced into these decisions by the current environment in college athletics (42). The conference commissioners, meanwhile, did not wish to dig a deeper publicity hole for their leagues than what had already been created. The focus instead were on strategies of (a) Evading Responsibility; (b) Reducing Offensiveness; and (c) Corrective Action. Denial was only used when the Big 12 commissioner and UT President traded charges before the Texas Legislature. The researchers also found that only Kliavkoff made use of Corrective Action, the last of Benoit’s five major image repair strategies.

A second finding from the analyses is that all four academic institutions cited the financial stakes involved in their motives for seeking membership in new conferences. Historically, money has always been at the heart of collegiate athletic realignment, dating back to the creation of the SEC in the 1930s (43). Tribou’s research on conference realignment basically correlated with the utterances of the university leaders in the early 2020s: (a) a declaration for the need (and certainty) of more money for athletics, (b) increased media exposure in their new conferences and (c) creating the opportunities to stay competitive for athletic titles (44). In particular, the two conferences getting new members (UT and OU joining the SEC; UCLA and USC joining the Big Ten) had reached new media rights deals guaranteeing more revenue and extensive national media exposure for the respective athletic programs joining the two leagues.

A third finding from the analyses suggested only partial support for the idea that conference realignment was spurred on by an institution’s desire for greater prestige (academics as well as athletics) (45). Only the administrators representing USC and Oklahoma even touched briefly upon the academic benefits of joining a new conference. This especially applied to Oklahoma, where President Harroz noted the importance of his University joining the American Association of Universities as part of the SEC. It should also be noted that the USC and UCLA statements generally failed to deal with one of the major controversies involving the two Los Angeles-based schools moving to the Big Ten: the travel distance between the two west coast campuses and teams as far east as New Brunswick, New Jersey (Rutgers). It should be noted again USC and UCLA administrators tried to minimize concerns over student-athletes and travel, offering vague assurances that it would somehow be resolved in the future.

The fourth finding of this study was the notable lack of discussion by these institutions and commissioners about the elephant in the room: NIL (name, image, and likeness) for student- athletes and its impact on these decisions. Of all the texts examined, only administrators from UCLA addressed student financial compensation, who touted their Big Ten move as giving their student-athletes “a broader national media platform…to compete and showcase their talents.” This statement suggested that UCLA would become a popular destination for recruits because of the university being part of a conference that now went coast-to-coast. As Magnusen and Todd noted, offering athletes a “bigger stage” or “brighter lights,” will pay off in future recruiting (46). It is surprising, therefore, that NIL was not a bigger part of what other administrators from Texas and Oklahoma could tout as a positive as part of their SEC conference move. But NIL is certain to be a factor well into the future, not only for biggest athletic conferences, but so called “group of 5” conferences like the American (AAC) and the Mid-American (MAC) that face potentially losing some of their best athletes seeking that “bigger stage” as well.

CONCLUSION

The ultimate result of the major college realignment that began in 2021 was that one conference (the Big 12) found a way to survive and another (the Pac-12) faced extinction. Bob Bowlsby and the Big 12 got four new members in 2023 (Central Florida, Houston, Cincinnati, and BYU). Then new Big 12 Commissioner Brett Yormark reached a financial settlement allowing Texas and Oklahoma to leave for the SEC in 2024 while getting a new Big 12 television deal from FOX and ESPN running through 2031. But the Pac-12 fell apart on 1 September 2023, having failed to land a new media contract. Oregon and Washington announced that morning they were leaving for the Big Ten with USC and UCLA in 2024. Colorado, Arizona, Arizona State, and Utah all announced moves to the Big-12 in 2024 later that day. Stanford and Cal-Berkeley agreed to join the Atlantic Coast Conference the next year. Like a high stakes game of “Musical Chairs,” Oregon State and Washington State were left standing in what amounted to the “Pac-2.”

There are likely future realignment earthquakes ahead for college and university athletic programs angling for even bigger shares of the financial pie generated by sports media. And these schools will likely use the same rhetorical devices to defend their actions.

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2024-12-16T15:54:44-06:00January 3rd, 2025|Contemporary Sports Issues, General|Comments Off on Breaking Up Is Not-So-Hard to Do: Image Repair in Conference Realignment

Servant Leadership and the Relationship to Autonomy, Competence, and Relatedness in Division I Athletic Departments

Authors: R. Michael Ross, Mark C. Vermillion

Department of Sport Management, Wichita State University, Wichita, KS, USA

Corresponding Author:
R. Michael Ross, EdD
1845 Fairmount, Campus Box 127
Wichita, KS 67260-0127
[email protected]
316-978-5980

R. Michael Ross, EdD, is an Assistant Professor of Sport Management at Wichita State University in Wichita, KS. His research interests include organizational leadership in sport, and best practices in sport management education.

Mark C. Vermillion, PhD, is currently a Professor and Interim Associate Dean of the College of Applied Studies at Wichita State University in Wichita, KS, and serves as the Chair of the Department of Sport Management at WSU.

Servant Leadership and the Relationship to Autonomy, Competence, and Relatedness in Division I Athletic Departments

ABSTRACT

Purpose

The purpose of this study was to explore the relationship between observed servant leadership behaviors of Division I athletic directors and self-reported basic work-related psychological needs satisfaction of Division I administrative (e.g., non-coaching) athletic department employees. This study examined the relationship between servant leadership behaviors in Division I athletic directors and the three elements of basic work-related psychological needs satisfaction including autonomy, competence, and relatedness.

Methods

A sample of athletic department employees in 35 randomly selected Division I athletic departments (n = 230) were sent an electronic survey via email that included questions on demographics, the seven-item Servant Leadership Scale (SL-7), and the 12-item adapted Work-Related Basic Need Satisfaction Scale (W-BNSA).

Results

The results of this study revealed a statistically significant, positive relationship exists (p < .001) with observed servant leadership behaviors in athletic directors and the athletic department employees’ work-related psychological needs of autonomy, competence, and relatedness.

Conclusions

This finding supported the view that greater levels of servant leadership behaviors in Division I athletic directors were associated with greater work-related basic psychological needs satisfaction of Division I athletic department employees.

Applications in Sport

The results of this research provide an opportunity for athletic directors at the highest level of intercollegiate competition (Division I) to adopt a leadership style that can contribute to the three components of basic psychological needs satisfaction in their employees.

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2022-02-17T08:06:07-06:00February 11th, 2022|Research, Sports Management|Comments Off on Servant Leadership and the Relationship to Autonomy, Competence, and Relatedness in Division I Athletic Departments

Leadership and Management Skills of Junior College Athletic Directors

Submitted by Timothy Baghurst, Earl Murray Jr., Chris Jayne and Danon Carter

ABSTRACT
The current and future funding condition for junior college (JC) athletics is unclear, and an athletic program’s budget and funding is usually the responsibility of the athletic director. The purpose of this qualitative phenomenological study was to explore the lived experiences and perceptions of junior college athletic directors to understand financial and leadership issues associated with athletic programs. Sixteen athletic directors (12 male, 4 female) from the same athletic conference in the state of California were interviewed and asked 17 open-ended questions about leadership and the financial issues associated with junior college athletic programs. Three primary themes emerged including leadership, roles and responsibilities, and an unexpected third theme of the student-athlete. Findings and their application to athletic director administration are discussed.

INTRODUCTION
College athletics have become big business, and a university athletic director (AD) plays an integral role in the success of the athletic programs. Colleges and universities at all levels require the managerial skills of an AD. Although leadership and administration of athletics is a frequent focus of research at the National Collegiate Athletics Association (NCAA) level, community college (hereto forth referred to as junior college; JC) programs have received little attention. For example, NCAA Division I athletic budgets may vary widely, but substantial budgets are common (14). Thus, application of findings at this level to JC athletic programs is difficult, as JC ADs may face more responsibilities in addition to fewer funding sources and athletic staff at their disposal. Therefore, the focus of this qualitative phenomenological study was to explore the lived experiences of JC ADs in order to determine how they use their leadership to overcome financial challenges experienced by their athletic programs.

Qualities of an AD
Robertson (2008) highlights several traits and skills necessary to be a successful AD. First, he or she must have the capability of creating an environment that helps all members of the program flourish, and all members of the athletic program must have the same goal in mind. Second, an AD must exhibit the ability to take risk, solve problems, think critically, and be a decision maker. Third, they must have the fiscal savvy to promote their university/college in a way that draws fan and community support thereby generating revenue. Thus, fiscal responsibilities of athletic programs are one of the most important challenges athletic administrators deal with at all levels (20).

JC Leadership Qualities
Nahavandi (2006) defined a leader as “any person who influences individuals and groups within an organization, helps them in the establishment of goals and guides them toward achievement of those goals, thereby allowing them to be effective” (p. 4). Another definition of leadership is “the capacity to influence others by unleashing their power and potential to impact the greater good” (4). Consistent with both definitions, leadership requires the ability to influence followers and guide them toward a goal.

Athletic directors are expected to display leadership skills in overseeing the day-to-day operations of the athletic department, but leadership is also necessary to manage the budget and financials of the program (13). There are several qualities of effective leadership as well as factors that impact the effectiveness of leadership. Effective leadership is defined by the effect on followers. Key traits of effective leaders as described by Kirkpatrick and Locke (1991) include drive, integrity, intelligence, motivation to lead, and knowledge of the business. Overall, leadership success is defined by the effectiveness of leaders to influence followers in every relevant aspect.

Junior college ADs must possess certain leadership qualities or characteristics to be successful. These characteristics include ethics or strong moral values, competence, self-confidence, and a desire to influence (28). Followers must trust the decisions and behaviors of ADs as well as believe in the direction being led. Leadership styles most attributed to ADs are transformational and situational leadership, as these styles incorporates change management, practicality, and flexibility as well as the success these leadership styles have on influencing others.

JC Athletic Finances
The funding for state colleges are being reduced across the country; and this is causing economic instability within many JC athletic programs (34). Junior college ADs are faced with difficult decisions when it comes to their athletic programs, which primarily revolve around the sustainability of the program. In many cases, there is outside pressure to add athletic teams to their program, while in others situations, ADs have to decide to keep a team or cut it from their program to save money (36). In 2009, Mississippi Governor Haley Barbour addressed the state’s JC ADs to explain that they needed to scale back the number of athletic teams that they offered, or the schools would have to drop athletics altogether (34).

Leadership is a key to any successful company, and sports administration is no different. However, how an AD may use his or her acquired leadership techniques to maintain and allow an athletic department to flourish under his or her guidance is unclear. This is particularly true at the JC level, where research is limited. Although there are similarities between the roles and responsibilities of ADs at JC compared with larger four-year universities, there are also differences. According to Lewis & Quarterman (2006), the three most important decisions and choices ADs make for managing and leading JC athletic programs are the enjoyment of athletics, the athletic environment, and a desire to learn more about the sports business. ADs from large universities have a greater focus on fiscal management where much of their time is focused on management, leadership, finance, marketing, ethics, legalities, and governance (2). This is not to say that JC ADs ignore ethical or legal issues, for example, but it is not considered their priority.

Although there are large financial deviations within NCAA Division I athletic programs, (14; 37), only a few operate profitably (10). Thus, the university is placed with a financial burden of justifying the existence of a program, and many DI ADs must turn to donors to gain the fiscal capital needed to balance their athletic budgets (35). For example, in the summer of 2012, facing a $4 million deficit, Maryland University decided to eliminate seven competitive athletic teams (17). Similarly, other prominent universities have taken drastic measures to ensure the survival of their athletic programs as a whole: University of California-Berkley had to cut five teams in 2010 and Rutgers University was forced to drop six competitive athletic teams in 2007 (3).

Unfortunately for ADs at the JC level, the financial situation is even bleaker. Most junior colleges lack the same opportunities. Fewer boosters are available and revenue generated at events is lower. Sustainability is a larger concern because of many educational cuts in state funding (Steinback, 2010). Success at the National Junior College Athletic Association (NJCAA) level does not always equal financial gain or even a program the next year. For example, in 2009 Minneapolis Community and Technical College lost only its second game of the year in the NJCAA DIII national championship game only to have the athletic department shut down completely shortly after. In order to continue to have an athletic program, some institutions have been required to cut the football program; although it is the biggest revenue provider, it is also the most expensive (34).

Study Purpose
The roles and responsibilities of an NCAA AD are well-documented, but less so are those of a JC AD, particularly as they pertain to leadership and financial skills. The current and future funding condition for JC athletics is unclear (6). A better understanding of the skills and qualities necessary for success could be vital as JCs search for their next AD. Therefore, the purpose of this study was to explore the perceived leadership and financial skills of 16 JC ADs to better understand how leadership and financial skills in athletic programs might contribute to success. The qualitative, phenomenological study consisted of semi-structured interviews and asked ADs not only what it was like to serve in that capacity, but also to explain, (1) the relationship between ADs’ perceptions about leadership and funding JC athletic programs, and (2) the relationship between ADs’ perceived leadership skills and financing JC athletic programs. It was intended that ADs explain in general how they perceive leadership and how it is relevant in managing programs. Then, participants were asked to detail their perceived leadership skills to manage programs effectively.

METHOD
Participants

Participants were 16 ADs (12 male, 4 female) from JCs in California who were purposefully selected because they were knowledgeable about athletic programs and financing (11). Participants’ experience ranged between 10 and 21 years (see Table 1). Currently employed ADs were used to provide real-time feedback as opposed to retroactive data.

Procedures
Following university IRB approval, 20 ADs currently employed at a JC within the same athletic conference were mailed a letter to request an interview. From the 20 requests, three participants returned the letter agreeing to participate. The remaining 17 participants were contacted by telephone from which a further 13 agreed to participate.

Prior to each interview participants were asked to sign a consent form. All face-to- face interviews lasted between 25 and 50 minutes and were conducted within a one-month period. The interviews were conducted at a neutral site of the participant’s choosing. A mini cassette recorder was used to record all interviews in their entirety. All interviews were manually transcribed by the researcher using audacity-recording software. Following transcription, each participant was sent his or her transcript to confirm its accuracy.

Instruments
In qualitative research, the researcher is the primary instrument by exploring the phenomenon under study (7). Open-ended questions navigate and focus descriptions of a particular experience through intuition and reflection of that experience. A phenomenological study requires the interviewer to achieve, or attempt to achieve, a state of epoche, the elimination of suppositions and placement of knowledge above every possible doubt (24). Thus, the primary researcher made every effort to suppress any predisposed opinions or presumptions during this study regarding the phenomenon. This allowed the researcher to grasp and freshly comprehend the participants’ experiences with the phenomenon (12).
A face-to-face interview technique with open-ended questions was the most appropriate data collection method as it allowed for some deviation while simultaneously ensuring consistent structure across interviews (12). The semi-structured, open-ended questioning interview process was designed to direct the participant toward his or her lived experiences (27).
NVivo9™ software, in accordance with the modified van Kaam data analysis method, was used to analyze interview transcripts, and identify common themes, and patterns (25). Furthermore, the software package provided a digital transcript of audio files, import, and coding of interview transcripts and aided the exploration of potential emerging themes using a step-by-step process.

Data Validity, Reliability, and Triangulation
Validity is how accurately the account represents participants’ realities of the phenomenon and their credibility (16). To establish the validity for this study, transcripts were shared with the participants to ensure that the data was accurate prior to analysis, which is an important dimension of good quality research (9). This allowed participant to edit, revise, or add information prior to data analysis, none of which did. If both validity and reliability are the goal of qualitative research, the use of triangulation to record the construction of reality is appropriate (18). Triangulation occurs when different data sources, methods of data collection, or types of data are evidence to support research data (12). In the present study, participants were sent interview transcripts and themes derived from the data to ensure its accuracy as a second data source as well as confirm thematic analysis.

Data Analysis
According to Bradley, Curry, and Devers (2007), there is no singular way to conduct qualitative data analysis, although there is general agreement that the process is ongoing. An important first step is to immerse and comprehend the meaning (5). A modification of the van Kaam method of analysis for phenomenological data, which occurs through a multi-step process, was employed in the present study (24). This method identifies common themes and patterns used by participants in a qualitative research study.

The first step requires data to be organized, transcribed, and coded. Organization of data is critical in qualitative research because of the large amount of information gathered during the study (12). The data was organized by material type: all interviews, all observations, and all documents. Finally, data was coded.

The next step in the modified van Kaam data analysis method requires participants’ statements to be categorized, clustered, coded, and labeled into groups (24). The common themes constituting the core elements of the lived experiences of the participants were most important. Coding is a process of making sense of the data, dividing the data into text or image segments, labeling the segments with codes, examining codes for overlap and redundancy, and collapsing these codes into broad themes (12).

RESULTS
The premise of this study was to develop an understanding about the leadership skills of ADs with a particular focus on financial expertise. A semi-structured interview process was used to develop an overall analysis of expert thinking. The analysis revealed three emerging themes: (a) leadership, (b) roles and responsibilities, and (c) student-athletes. Each theme is explained and then supported by participant quotes.

Theme One: Leadership
With respect to leadership, leadership skills, types, and supervision were considered important. Participants mentioned the skills to self-evaluate and feedback and how important it was to reflect on their own performances. Self-evaluation is necessary in addition to soliciting feedback from others who might be able to provide insight. Participant 1 said,

I think through and self-evaluate, and each year I am evaluated by the Vice President and President of the college. The evaluation process also includes coaches, the trainer, and the secretary to find out what I need to improve on and set some goals.

Participant 12 stated, “Understanding my leadership skills involves listening to feedback and asking questions about how I am doing. A good leader must be open to constructive criticism and be a good listener and respect others’ opinions.”

The leadership of ADs may also influence the success of programs. According to Participant 6,

I am a leader by example as a positive person. I am reasonable and approachable, and [I] motivate with pride. I am a leader who likes to inspire others to be better. I am successful if our programs are. I want my coaches and student-athletes to be successful. I want to get the most out of people and care about what they are doing as followers.

Furthermore, Participant 3 said that

As a transformational leader, I look at the goals and vision of the athletic department and what needs to be done for the long term. Each athletic program has different needs and I look at the short and long term goals.

Theme Two: Roles and Responsibilities
A JC AD has multiple roles and responsibilities, but balancing budgets, securing funding, and distributing it appropriately was mentioned frequently. This is supported by Participant 6 who stated that, “Overseeing the budgets is a big part of my job. We have so much money for each program. Every program has a different number of student-athletes, coaches, etc. Each budget is different.”

Athletic directors must be able to budget well for each program they oversee. This is a challenge, as they must find ways to generate revenue to keep the programs active. For example, Participant 7 referred to fundraising.

Fundraising is the best way. I do not know of a community college that does not
fundraise. Most institutions cannot provide things such as backpacks or gear. There are strict rules about what can be purchased with state or district dollars. When there is a shortfall of funds, we have to fundraise to support the programs.

Participant 16 found that securing the necessary budget for JC athletics is frequently a challenge.

Money is very tight for athletic programs at community colleges. As a staff, we must fundraise to keep the programs going. The coaches fundraise for their sport. Some fundraising activities may be charity golf tournaments, barbeques, or bake sales.

Although finances are just one component of the responsibilities of an AD, it is apparent that they are a significant concern. For example, according to Participant 14, “The budget consumes 70% of my time to ensure the programs are run effectively.”

The decisions about athletic programs are a major responsibility for ADs. Participants reported that Title IX Gender Equity was a concern when adding, removing, or maintaining a program. “Title IX gender equity and compliance is a big issue, and we have to evaluate our athletic programs when considering adding or dropping a program”, said Participant 9. Participant 15, who stated that decisions about programs were made in consideration of Title IX and gender equity, supported this. Thus, it becomes a balancing act of meeting guidelines or policies while simultaneously ensuring that there is a sufficient budget.

I try to keep all my athletic programs. I try to make sure they are maintained with enough dollars coming in to keep them going. Terminating a program is the last thing I try to do. If nothing else, adding a program is a good thing but that takes money.

(Participant 16)

In JC athletics, things can change quickly, an AD must make decisions concerning their coaching staff who are responsible for the student-athlete. Thus, a change in a staff member may directly impact the athletic program and the student-athletes. According to Participant 4,
In athletics, change happens often. I deal with change by telling my coaches about changes and we work together on making changes when the time comes. Some people resist change, but change is a reality in athletics.

It is important, therefore, for the AD to be cognizant of upcoming change, and keep the staff apprised of changes that might impact them.

My coaches must deal with change the most because they spend the most time with the student-athletes. I teach them about change, when change is going to take place, how it affect their programs, and help them with change. Some adapt to change well, and others do not. I work with them all.

(Participant 8)

Theme Three: Student-Athletes
Some ADs reported the additional responsibility of having to coach. Although an AD wants to win both as a coach and director, there is recognition of balancing athletic success with academic success. In fact, the ADs placed academics above athletics. According to Participant 16, “The student-athlete should manage time by first looking at their academic responsibilities first then sports.” This is further supported by other examples.

The balance is placing academics ahead of athletics. The student-athlete must be organized and set up time schedules. A balanced student-athlete focuses toward academics and although athletics is important, earning good grades is equally important.

(Participant 14)

Athletic directors recognize that academic success is a reflection on the future prospects of the student-athlete, but also on the JC. Transferring to a larger institution is important for many students.

A student-athlete who cares about moving on beyond a two year college will do a good job with balancing academics and athletics. Although the student-athlete can do well in a sport, the student must have a good grade point average to transfer.

(Participant 8)

Motivation plays a big role in the student-athlete performance athletically and academically. The ADs are tasked with working with coaches to assist with motivating athletes. Just as a coach is a mentor to an athlete, the AD must serve as a mentor to the coach. According to Participant 13, “The athletic director sets the stage for the coaches to motivate the student-athletes.”

I try to promote morale and motivation with my coaches who are the leaders for the student-athlete. The coaches are mentors who motivate and inspire the student-athlete to good. As the athletic director I train the coaches to engage the student-athlete.

(Participant 2)

Some student-athletes are less self-motivated than others and require external motivation to perform better in a sport or academics. The ability to prioritize athletics and completing coursework with passing grades can be a challenge, yet “Increasing his or her self-motivation in the classroom can lead to a successful student-athlete” (Participant 11). Participant 6 noted that athletics has a tendency to be placed ahead of academics.

The challenged student-athlete lacks self-motivation, direction, and the ability to manage their time. This type of student-athlete lacks the passion for being engaged academically to learn in the classroom. They place athletics ahead of academics, which may be why they have difficulties earning good grades in the classroom.

DISCUSSION
The purpose of this qualitative, phenomenological study was to explore ADs lived experiences and perceptions of leadership in JC athletic programs particularly in reference to finances. Interview analysis revealed three main themes of leadership, roles and responsibilities, and the student-athlete. Each theme is discussed in light of current research.

Theme One: Leadership
Athletic directors recognized the importance of leadership in influencing the behavior and actions of others. According to Smith (1997), “As leaders face greater uncertainties and changes, and compounded complexities, they strive for greater flexibility and agility” (p. 277). In the present study, ADs saw their role as leaders encompassing a variety of roles and responsibilities as evidenced in the second theme. What is most important with these varying roles and responsibilities is the opportunity to receive feedback on their performance and make the appropriate adjustments based on the feedback received. “Effective leaders learn that comprehensive systematic reviews and evaluations should include every type of resource, every competency and capacity, and every person and position that affects performance” (33). Thus, some participants acquired evaluations from superiors, such as the college president or those working for the participant such as coaches, and applied this feedback to improve their leadership styles and effectiveness. Overall, the feedback an AD receives is a measuring tool for effectiveness in their role.

Theme Two: Roles and Responsibilities
Balancing budgets and securing funding was a clear concern for the participants. Many participants indicated that they were responsible for preparing the budget. A participative budget process involves lower-level administrators and coaches who better understand the individual line items who are responsible for the athletic department’s budget than senior administrators. A top down budgeting process offers short-term budgets imposed by senior administrators more likely to be consistent with the strategic long-term goals and objectives of the athletic department (20). Thus, those ADs expected to complete budgets without the use of participative budget methodology may experience higher levels of stress (32). Participative budgeting is supported by Wickstrom (2006), as an authoritative style of leadership is not conducive to the work force of the modern era, and that to be a successful leader an AD has to be willing to listen to those they lead.

The present study further found that gender equity and the budgetary requirements that stem from Title IX was considered both a financial and leadership challenge. This is not surprising, as gender equity at JCs has been clearly documented (8). A balance needs to exist between athletic sports programs relative to women’s sports and Title IX laws (19). Some ADs are faced with the decision to cut sports programs (Steinback, 2010) and must be cognizant of their current Title IX standing so that there does not become an imbalance of participation opportunities. Thus, there remains work to be done in achieving a standard of gender equity that not only meets the intent of Title IX but fully affords the respect of dignity for female student-athletes (19). As two-year athletic programs consider new directions, the achievement of gender equity within two year athletic programs still needs to be addressed (19), which is recognized by the participants of the present study.
Theme Three: Student-Athletes
The relationship that ADs had with student-athletes was an unexpected finding. This may be in part because some ADs reported the additional responsibility of serving as a coach. The extra coaching duties may cause additional stressors because it limits the time they have to devote to the financial responsibilities of the profession (21). Participants recognized that they were responsible with the coaches for improving both student athletic and academic performance. Participants stressed the importance of academics over athletics, but this may be due to efforts by the administration to increase retention and graduation rates (29). Not only did ADs report high levels of interaction with student-athletes, they generally viewed it as part of their responsibility to motivate the student to achieve both in athletics and in the classroom. That ADs viewed this as a component of their leadership was unexpected, as this task is frequently the responsibility of a coach or even assistant (15).

Limitations and Future Research
Although the present study provides some interesting findings, they should be evaluated with respect to its limitations. First, this study was limited to current full-time ADs at JCs in the state of California, which may not translate to the experiences of ADs in other locations or athletic conferences. Second, only four participants were female. This is not uncommon (1), and future research should consider whether opinions and perceptions differ between genders. For example, impressions of Title IX may differ by gender (1), and Title IX challenges may differ between JCs and traditional four-year institutions. Third, the specific financial expertise of each participant was not assessed. Therefore, future research should consider whether financial education and training improves AD financial expertise and progress toward short, intermediate, and long term strategic goals. The recommendation may benefit both low-level and senior level administrators at the JC. In addition, future researchers should consider conducting a broader survey of the general background and experiences of ADs in JCs.

CONCLUSIONS
The success of collegiate athletic programs can depend upon the skills of their ADs (31). Thus, they must possess leadership skills across multiple disciplines. Because financial and budgetary concerns were most prevalent among the participants of the present study, future research needs to investigate the training being provided for ADs. The financing and budget process is vital in ensuring that athletic programs are successful, and an action plan is needed for current and future ADs to use as a model to understand the entire financial and budget process of funding athletics programs.

APPLICATIONS IN SPORT
Empirical research has focused primarily on the Division I AD. However, these findings suggest that JC ADs encounter a variety of challenges which have not been investigated. JC administrators need to consider the budgetary and fundraising background and expertise of applicants, which is a paramount responsibility of ADs in JC.

ACKNOWLEDGMENTS
None
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2014-03-06T15:54:25-06:00March 3rd, 2014|Contemporary Sports Issues, General, Sports Management, Sports Studies and Sports Psychology|Comments Off on Leadership and Management Skills of Junior College Athletic Directors

Qualitative Analysis of International Student-Athlete Perspectives on Recruitment and Transitioning into American College Sport

### Abstract

Recruiting international athletes is a growing trend in American intercollegiate sport, and international student-athletes play an increasingly prominent role in NCAA competition. This research answers the following questions regarding the recruitment of international student-athletes and their transition to college life: (1) what is the most difficult aspect of the international university experience?; (2) what do international athletes identify as the most important factor for a successful transition to American college?; (3) how did international athletes hear about athletic opportunities in the United States; (4) what advice would current international athletes give international athletes considering a move to the United States to participate in intercollegiate sport?; and (5) what would the athletes have done had they not played college sports in the United States? The researchers solicited the assistance of CHAMPS/Life Skills coordinators at 15 Division I schools who distributed surveys to student-athletes, who in turn completed the survey, sealed it in an envelope, and returned in to the coordinator. A total of 355 athletes completed the survey, including 192 international athletes. Homesickness and adjustment to the U.S. culture were identified as the most difficult aspects of the university experience for international athletes, while the most important elements to a successful transition for international athletes were a strong support system from teammates and coaches and also from friends and family in their native country. Only one-fourth of respondents learned about athletic opportunities from coaches in the U.S., while one-fourth of the respondents learned about these opportunities from friends, family, and other athletes. The top piece of advice given by respondents was to realize that playing sports in the U.S. will require important traits like focus, dedication, hard work, and persistence in order to succeed. The results of this study highlight the importance of transitioning international athletes into college life. Once international athletes are on campus, a member of the athletic department staff should oversee the athlete’s transition into college life, focused on combating the top three challenges identified in this research: homesickness, adjustment to U.S. culture, and language. This staff member should serve as a liaison between athletic department personnel and other campus resources to facilitate a smooth transition.

**Key Words:** international student-athletes, recruiting, transition to college

### Introduction

Recruiting athletes from outside of the United States is a growing trend in college athletics as international student-athletes play an increasingly prominent role in NCAA competition (6, 9, 22). For coaches, who must recruit talented athletes in order to be successful, “the pressures to win, and the penalties for losing, are exacting. Many Division I coaches’ jobs are predicated on the strength of their programs, causing them to recruit the best talent they can find, in many cases from the international pool” (19, p. 860). Evidence of a worldwide search for talent is found in the 17,653 international student-athletes that competed in NCAA competition during the 2009-10 school year, a large increase from the just under 6,000 that competed a decade prior (11). Among Division I schools, over one-third of the male and female athletes in both tennis and ice hockey, and over one-eighth of male and female golfers, were born outside of the United States (11). In addition to increasing participation numbers, international athletes have dominated in individual sports like tennis and golf, and led teams to championship performances (13, 22). However, international athletes face many challenges in adjusting to the language, coursework, dorm life, food, cultural expectations, coaching, paperwork, and the style of play in the United States. As international athletes continue to leave their mark on NCAA sports, coaches and administrators benefit from understanding what difficulties come with transitioning to life as a student-athlete in the U.S. and how international athletes learn about the recruitment process.

Previous research has examined the adjustment process for both international students and international athletes to college. While researchers have noted that a lack of groups with which to socialize is a problem for many international students (7, 10, 20), international athletes have the advantage of being immediately placed within a team structure (14). However, athletes may still face similar obstacles to a successful transition including culture shock, cultural differences, academic adjustment, homesickness, discrimination, and contentment (5). Ridinger and Pastore (17) were the first to create a model of adjustment for international student-athletes, which included four antecedent factors (personal, interpersonal, perceptual, and cultural distance), and five types of adjustment (academic, social, athletic, personal-emotional, and institutional attachment), resulting in two outcomes (satisfaction and performance) to define successful adjustment to college.

Researchers have also examined the recruitment of international athletes. Not only can coaches create winning programs through the recruitment of international athletes, but coaches can also maintain successful teams with international athletes through the establishment of talent pipelines (3-4, 21). Bale (3) identified talent pipelines in which concentrations of athletes from certain countries were found in particular NCAA institutions, with coaches hoping that friend-to-friend recruiting will result in attracting elite athletes from a particular foreign country. Bale (3) noted that institutions unable to compete for homegrown talent, due to lack of prestige or unattractive campus location, established talent pipelines with a foreign country. For example, a talent pipeline of elite track and field stars from Kenya was found at schools like University of Texas El Paso and Washington State University, and a pipeline of track talent from Nigeria was identified at the University of Missouri and Mississippi State University (3). Talent pipelines are an important recruiting strategy, particularly when coaches are unable to compete for local athletes or local talent is not available for certain sports (21).

This research seeks to provide answers the following questions regarding the recruitment of international student-athletes and their transition to college life: (1) what is the most difficult aspect of the international university experience?; (2) what do international athletes identify as the most important factor for a successful transition to college?; (3) how did international athletes hear about athletic opportunities in the United States; (4) what advice would current international athletes give international athletes considering a move to the United States to participate in intercollegiate sport?; and (5) what would the athletes have done had they not played college sports in the United States?

### Methods

The sample for this study included N = 355 athletes from 15 NCAA Division I institutions, including n = 192 international athletes. Schools selected for this study were based on a need to collect data from purposive clusters of Division I institutions, given certain factors may influence international student-athletes’ experiences at their United States institution such as school size, the size of the community within which the school is located, and the geographic location of a school (3). Seven schools were members of the Football Bowl Series (FBS) conferences, while eight were not. Eleven conferences were represented in the study. Eight schools were located in large metro areas with populations over 400,000, while seven were located in communities with populations under 170,000. Six schools were located in the eastern third of the U.S., six were located in the Midwest, and three were located in the western third of the country.

The researchers solicited the assistance of CHAMPS/Life Skills coordinators from the 15 schools via phone to see if they would agree to participate in the study. The researchers then collected the names of all international student-athletes listed on website rosters. The coordinators were instructed to distribute the surveys to the student-athletes, who in turn completed the survey, sealed it in an envelope, and returned in to the coordinator. Participation in the survey was voluntary and a letter indicating the participant’s rights were included, per the approval obtained by the university Human Subjects Review Committee.

A total of 192 athletes representing 57 countries responded to the survey for a response rate of 39.6%. The top three countries represented were: Canada, 24%; England, 8.3%; and Puerto Rico, 7.8%. Males accounted for 45% of the sample and females accounted for 55%. The responses from the open-ended questions in the International Student-Athlete Survey were content analyzed. Two raters independently examined the data and codes were developed to categorize written responses (18). To test intercoder reliability, the coders independently examined 20% of the sample. The codebook and coding protocol were clearly understood, as the correction for chance agreement (Scott’s Pi) exceeded .8 for all but one question, which yielded an acceptable .77 (23).

In addition to frequency counts for each question, chi square was utilized to examine differences between demographic variables, including: gender, native area of origin (Canada, Europe, South America), length of time in the United States (0-2 years, 2.5 to 3.5 years, 4+ years), type of sport (team or individual), class standing (freshman/sophomore and junior/senior), whether or not the athlete used a campus visit, number of schools considered (0-2, 3+), and whether or not the athletes had a full scholarship.

### Results

Ten variables were identified for the first question, “what is the most difficult aspect of the international university experience?” Homesickness was the most difficult aspect, accounting for 24.1% of all answers, followed by adjusting to the U.S. culture, 20.5%; and adjusting to the language, 14.7%. Table 1 displays all ten coded answers for question 1. In order to examine the difference between various demographic variables through chi square analysis, the ten answers in Table 1 were re-coded into four variables (language and cultural adjustments, homesickness, athletic and academic transitions, financial and logistical difficulties, and other). First, chi square analysis revealed that European athletes were more likely to note language and cultural adjustments as a difficult aspect of the international university experience than non-European athletes (χ2 (4, N = 278) = 12.1, p = .017). Second, Canadian athletes were more likely to identify financial and logistical difficulties than non-Canadian athletes (χ2 (4, N = 278) = 29.8, p = .001). Third, athletes participating in individual sports were more likely to identify language and cultural adjustments as a difficult aspect than athletes on team sports, while athletes participating on team sports were more likely to identify homesickness than athletes on individual sports (χ2 (4, N = 278) = 11.4, p = .023). Finally, freshman/sophomore athletes were more likely to identify language and cultural adjustments than junior/senior athletes (χ2 (4, N = 278) = 11.7, p = .020).

Seven variables were identified for the second question, “what were the most important factors in helping you transition to university life in the United States?” Over one-third of respondents indicated that a strong support system from teammates and coaches on their college team was important, and 20.2% indicated that a strong support system from friends and family in their native county was important. Table 2 displays all seven coded answers from question 2. The answers in Table 2 were re-coded into two variables (support system identified as important, support system not identified as important). First, chi square analysis revealed that athletes from the Carribean/South America were less likely to cite the need for a support system from coaches, family, and friends than athletes not from that area (χ2 (4, N = 267) = 7.3, p = .006). Second, junior/senior athletes were more likely to identify the importance of a support system from coaches, family, or friends than freshman/sophomore athletes (χ2 (4, N = 265) = 6.9, p = .006).

Eight variables were identified for the third question, “How did you first learn about opportunities to earn university sports scholarships in the United States?” One-fourth of the respondents learned about these opportunities from friends, family, or other athletes, while another one-fourth indicated they learned from individuals who had previously participated in U.S. sports. Only 23.9% learned from personnel related to U.S. college sports (i.e. coaches and administrators). Table 3 displays all 8 coded answers from question 3. Chi square analysis revealed that athletes playing team sports obtained information regarding U.S. college sports differently than athletes participating in individual sports. Team sport athletes were more likely to obtain recruiting information from those involved in U.S. college sports (i.e. coaches and recruiters) than individual sport athletes (χ2 (1, N = 180) = 4.4, p = .030). Additionally, athletes participating in individual sports were more likely to learn about scholarship opportunities through personal relationships with family, friends, and athletes, while team sport athletes are more likely to learn about scholarship opportunities through those involved with the institutional sport structure (i.e. coaches, administrators, recruiting services) (χ2 (1, N = 180) = 4.9, p = .02)

In a related question, international athletes were asked to compare the athletic facilities and athletic opportunities in the United States and their home country. The respondents overwhelmingly indicated that both the facilities and opportunities were better in the United States. Only ten percent of the international athletes believed that either the facilities or opportunities in their home country were better than what was available in the United States.

Fourteen variables were identified for the fourth question, “what advice would current international athletes give international athletes considering a move to the United States to participate in intercollegiate sport?” However, only four variables occurred in greater than 7% of the responses. The top piece of advice given by one-fifth of the respondents was to realize that playing sports in the U.S. will require important traits like focus, dedication, hard work, and persistence in order to overcome challenges. Second, 18.9% encouraged prospective international athletes to do adequate research on schools before deciding which school to attend, such as getting to know the coaches, athletes, and athletic facilities. Third, 14.2% recommended making the decision to play in the United States because it was such as an excellent opportunity. Fourth, 11.8% indicated it is important to consider academics and majors that can be used to obtain employment in their native country, meaning it is important to find the best overall fit between academics and athletics when deciding on a school.

Finally, international athletes were asked, “what would you be doing now if you had not had this opportunity to play for an NCAA university?” Responses were categorized by what the athlete would be doing (i.e. working, attending college, playing sports) and where they would be living (i.e. native country, United States), as presented in Table 4. Only seven athletes indicated they would be attending college in the United States, while 105 respondents indicated they would be attending college in their native country and only 33 would have continued to play sports in their native country.

### Discussion

American NCAA Division I universities provide opportunities for elite athletes from outside the U.S. to pursue their university degree while continuing to train and compete at a high athletic level, an opportunity not possible in many other countries. However, international athletes face challenges in adjusting to life as a student-athlete. It should come as little surprise that international athletes felt the most difficult aspects of playing university sport in the U.S. were dealing with homesickness, cultural differences, and language barriers. Many cross-cultural sojourners find themselves dealing with similar issues once the initial excitement of being submerged in a new culture wears off (1, 12). In fact, the greater the cultural distance between the sojourner’s native country and the host nation, the greater the adjustments international athletes would be expected to make (17). As was demonstrated in the results, Canadians, whose native country is culturally quite similar to the U.S., were much less likely to indicate a concern with homesickness, cultural differences, and language barriers (for many Canadians, the language barrier is non-existent). Canadian athletes were much more concerned with financial and travel logistics. The results also indicated that freshman and sophomores struggle with these issues more than experienced athletes in their junior and senior years.

The respondents to the survey revealed two key strategies to overcoming these difficulties and successfully transitioning into life as a student athlete during the first year on campus. First, international athletes indicated the high importance of understanding what international-student athletes are “getting themselves into” before committing to an NCAA school. Advice dispensed by the sample in this study focused on understanding the dedication and commitment required of an NCAA Division I athlete, knowing the differences between schools, coaches, and athletic programs at various universities, and learning which schools and academic programs could offer international athletes the best opportunities back in their home country after their college career is complete.

This strategy aligns with prior research. Craven (8) suggested the more athletes and coaching staffs are prepared and educated about the cultural differences they may experience while submerged in another culture, the easier their transition and adjustment to the new environment will be. In Bale’s work, several of his subjects suggested the U.S. college experience was not what they thought it would be, as over 30% encountered problems with U.S. coaches, nearly 25% had difficulties adjusting to the climate in their new location, and over 20% lacked motivation with academic work (2). When offered the chance to be a varsity athlete at an NCAA Division I school, many international athletes are initially so excited about the opportunity and chance to travel to the United States that the location and environment of the specific school they attend is not a key factor (15-16). As the results of this study indicate, however, current international athletes believe it is important for international student-athlete prospects to consider many issues beyond just an opportunity to compete in the U.S. college system before making the commitment to attend a U.S. university.

The second key factor in transitioning into life as a student-athlete is the development of a support system first built on teammates and coaches, but also built on family and friends back home. It is important for coaches and teammates to understand that international student-athletes identified developing a support system with them as the most important element of a successful transition. It is clear the relationships developed with the people international athletes spend the most time with are a key determinant to a successful transition. Coaches should also ensure international athletes have the technical support to maintain relationships with those at home through various video, chat, and online communication resources.

Another key finding in this study was that most of the respondents would not have moved to the U.S. or continued to participate in sports without the opportunities presented through American intercollegiate sport. One of the attractions of U.S. college sport is access to high quality facilities and abundant opportunities. Results indicated that the respondents felt the athletic facilities and athletic opportunities available to them as an NCAA Division I athlete were superior to their options in their native country. This finding could potentially be skewed as young athletes who did have access to better facilities and opportunities in their homeland may not have considered playing in the U.S. college system. However, this finding has key implications for sport managers outside of the U.S. Administrators of sport clubs in non-U.S. countries may lose elite athletes at the peak of their career as those athletes choose to accept an NCAA scholarship. If such club administrators hope to retain these athletes, they may need to examine the attraction of competing in the U.S. collegiate sport system (namely competitive opportunities and facilities) and attempt to replicate those factors in their native country. More research examining this specific issue is needed.

Finally, one surprising finding from this study is only a quarter of respondents indicated university athletic department staff, such as coaches and administrators, were the key source of information regarding the opportunity to compete in the United States college system. As illustrated in the introduction to this paper, recruiting is arguably the most important element in developing an elite college athletic program and many university athletic departments dedicate a relatively large percentage of their resources towards this endeavor. Yet the recruiting process does not seem to be overly efficient in reaching international prospects. Many of the respondents in this study indicated family, friends, and acquaintances that had competed in the U.S. college system were more important sources of information about playing opportunities at NCAA schools than were the coaches whose job it is to recruit these athletes. This study illustrates the need for coaches to more effectively and efficiently recruit the international landscape.

### Conclusions

American college sports provide an opportunity for athletes from countries outside the U.S. to continue their playing careers and educational training in the United States where high-level athletic facilities and strong competitive opportunities abound. International student-athletes must overcome many challenges and obstacles upon arrival on campus, including homesickness, adapting to the culture, and learning the language. Coaches and teammates play an important role in helping international athletes develop a support system that will assist in the successful transition to a student-athlete. Athletic administrators also play a key role, as discussed in the next section.

### Applications In Sport

Once international athletes are on campus, a member of the athletic department staff should oversee the athlete’s transition into college life, focused on combating the top three challenges identified in this research: homesickness, adjustment to U.S. culture, and language. This staff member should serve as a liaison between athletic department personnel (i.e. CHAMPS Life Skills coordinators, compliance, eligibility, coaches) and other campus resources (i.e. academic advising, international office) to facilitate a smooth transition. The liaison can coordinate paperwork deadlines, information updates, cultural sensitivity training in the athletic department, and any programming that might benefit the international athletes. Such programming could include a peer mentoring program, utilizing transition to college coursework, placing international athletes with experts in teaching the English language, offering open forums for athletes to socialize with athletes from other teams, developing information packets with multicultural resources in the community and university, and establishing relationships with host families in the community (under the supervision of the compliance office). Acquainting athletes with American college life should begin as soon as possible, either on an official visit or having international athletes arrive on campus as early as possible to adjust to the language, culture, food, teammates, and academic expectations. Finally, developing a strong relationship with the international office is important in order to ensure all government paperwork is completely in an accurate and timely fashion.

Finally, in contrast to domestic athletes who take official and unofficial visits and have many other opportunities to develop relationships with coaches who are recruiting them, international athletes rely on their personal support system (i.e. club coaches, former athletes, family, friends) to gather information on U.S. colleges. NCAA coaches must continue to improve their international recruiting connections with former athletes and club coaches because they are still the top source of information about competing in the U.S. college system. If NCAA coaches want to successfully recruit international athletes, they should focus on improving recruiting connections with key members of an athlete’s personal support system. Previous research by Bale (2-4) has established some institutions are able to develop talent pipelines where information about an institution is disseminated by athletes who competed for a particular school in the past.

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21. Wilson, R. (2008). A Texas team loads up on All-American talent, with no Americans. Chronicle of Higher Education, 54(18), p. A30-A31.
22. Wilson, R., & Wolverton, B. (2008). The new face of college sports. Chronicle of Higher Education, 54(18), p. A27-A29.
23. Wimmer, R., & Dominick, J. (2006). Mass media research: An introduction. Belmont, CA: Thomson Wadsworth.

### Tables

#### Table 1
Most Difficult Aspects of International University Experience

Response Frequency Percent
Homesickness 67 24.1
Adjustment to U.S. culture 57 20.5
Language adjustment 41 14.7
Adjustment to being an athlete 23 8.3
Other 21 7.6
Time management 19 6.8
Academic transition 18 6.5
Financial insecurity or finding a job 15 5.4
Paperwork 12 4.3
Finding transportation 5 1.8
Total 267

Note: Respondents could have multiple answers in their written response

Intercoder Agreement: Scott’s Pi = .89

#### Table 2
Important Factors for Successful Transition to University Life

Response Frequency Percent
Strong support system from teammates and coaches 91 34.1
Strong support system from friends and family back home 54 20.2
Possess of key personality traits (experience, desire, patience, etc.) 49 18.4
Strong support system from academic advisors, tutors, professors, and administrators 25 9.4
Adapting to U.S. culture and the English language 20 7.5
Other 15 5.6
Time management and organization 13 4.9
Total 267

Note: Respondents could have multiple answers in their written response

Intercoder Agreement: Scott’s Pi = .82

#### Table 3
Source of Information Regarding Athletic Opportunity in the United States

Response Frequency Percent
Family, friends, and athletes 45 25
Individuals who had participated in U.S. athletics previously 44 24.4
Coaches and recruiters involved in U.S. college sports 43 23.9
In native country from high school coach or administrator 29 16.1
Personal research 10 5.6
Other 5 2.8
Sport recruitment service 4 2.2
Total 180

Intercoder Agreement: Scott’s Pi = .87

#### Table 4
Life without American College Sports

Working Attending College Playing Sports Total
Native Country 14 105 33 152
Not Specified 9 15 13 37
U.S. 0 7 0 7
Total 23 127 46 196

Intercoder Agreement: Scott’s Pi = .85

### Corresponding Author

Dr. David Pierce
Ball State University
School of Physical Education, Sport, and Exercise Science
Muncie, IN 47306
765-285-2275
<[email protected]>

2013-11-22T22:56:03-06:00January 4th, 2012|Contemporary Sports Issues, Sports Coaching, Sports Facilities, Sports Management, Sports Studies and Sports Psychology|Comments Off on Qualitative Analysis of International Student-Athlete Perspectives on Recruitment and Transitioning into American College Sport

Effects of American Football on Height in High School Players

### Abstract

The aim of the present study was to investigate height change of high school football players during a single game. Ten high school football players served as participants. The participants were selected according to position and expected playing time. The chosen positions experience the repetitive longitudinal loading of the spine that may lead to a creep response in the vertebral disk. Height was measured using a standard physician beam scale with height rod. A practicing certified athletic trainer served as the tester for all measures (pre – post). A paired samples T-test was performed to determine significance between height before and after the game. A significant difference was shown in height magnitude (Mpre = 176.56±6.9cm, Mpost = 175.81±6.94cm, p = .032). The results indicate that high school football players’ height decreases during the course of a game. This process is likely due to the creep response caused by intermittent high impact compressive loading of the spinal column, as well as low impact continuous compressive forces from equipment weight.

**Key words:** American football, compression, spinal shrinkage, creep response

### Introduction

American football (football) places many physical demands on its participants due to the aggressive nature of the sport. External forces from running, blocking and tackling can cause much stress on the human body. Even with protective equipment such as helmets and pads, these forces are inevitable. During the course of a game, football players may experience substantial longitudinal loading of vertebral column from the compressive forces of running and tackling as well as the continuous load due to equipment mass. This loading of the spine may accelerate the creep response which could result in a decrease in height after a game.

Spinal creep is a process by which continual loading or compressive forces placed upon the spinal column cause a reduction in the vertical size of the intervertebral discs. This creep response is due to the viscoelastic properties of the intervertebral discs of the spinal column, and is also referred to as spinal shrinkage. When compressive loading of the spine exceeds the interstitial osmotic pressure of the discal tissue, water is expelled from the intervertebral discs. This results in a loss of disc height which is reflected as a loss in stature (11). Since the spinal column composes about 40% of total body length, and the intervertebral discs account for roughly one-third of the length of the spinal column (Reilly, 2002), fluid loss from the discs can potentially cause substantial change in stature.

Studies of the intervertebral discs have shown that by narrowing in response to compressive forces, the discs also stiffen, which alters the dynamic response characteristics of the intervertebral disc complex (7). Once the disc has been narrowed and stiffened, its ability to absorb sudden direct and indirect changes in force is reduced, and thus the disc is therefore more susceptible to injury (9), and is often suggested to be a major causal factor of back pain (8). Some of the sports that have the highest risk of these injuries are football, ice hockey, and rugby (1). Within the sport of football it is believed that there is an increase in risk factors associated with spinal creep that may cause many athletes to develop low back pain (5). Because specific spine injuries like fracture, disc herniation, and spondylolysis are more frequent in football players (5), the occurrence of spinal shrinkage during a football game may be greater than other activities.

Studies have investigated spinal shrinkage in various activities ranging from running (4), weight lifting (3) and circuit training (6), but currently there exists a gap in the literature surrounding spinal creep and American football. The compressive loads that can affect the vertebral column include gravity, changes in motion, truncal muscle activity, external forces and external work (13) all factors that can be involved in football. These factors may lead to an accelerated creep response which could result in a decrease in height after a game. In a sport such as football, any minute decrease in stature may mean the difference between blocking a last second field goal, or making a game winning catch. Chronic exposure to these factors may also lead to back pain or injuries to the spine or discs. Therefore, the purpose of this study was to investigate the amount of shrinkage due to spinal loading during a high school football game.

### Methods

#### Participants

Ten high school football players took part in the study. Mean values for height and weight were 176.6±6.9cm and 86.4± 9.5kg, respectively. All players were high school seniors aged 18 years and were selected according to position and expected playing time. The positions chosen were ones that experience the repetitive longitudinal loading of the spine that may lead to a creep response in the vertebral discs. This information was determined after interviewing the coach for the team and from observations made at other similar games. Based on these criteria, eligible (18yr old) players were recruited who started at the following positions: linebackers, running backs, and linemen. Players were also selected who would be likely to play the entire game with very few rest breaks.

#### Apparatus

A standard physician beam scale with height rod was used in this study for measuring changes in stature before and after participation in the game. All measurements were collected by a practicing certified athletic trainer. The apparatus was accurate to within 0.01 inches and all measurements were converted to millimeters.

#### Procedures

The football game used for this experiment was an evening high school football game, which took place after a regular day of school. An evening game was selected to ensure that any shrinkage occurring from normal daily activities would not affect the results of the study. Participants were measured barefoot while standing and wore t-shirt and shorts for both pre-game and post-game measurements. Pre-game measurements were taken prior to warm ups to ensure that starting heights reflected absolutely no football activity. Post-game measurements were taken immediately after completion of the game. Three consecutive measurements were taken each time by the certified athletic trainer to ensure that the apparatus was reliable.

#### Data Analysis

The effects of playing football on changes in stature were analyzed using a paired sample T-test. Post hoc power calculations were performed following any statistically significant finding. Comparisons were made between the pre- and post-game height measurements. All statistical analyses were performed with the use of a modern computer software package (SPSS 17.0 for Macintosh, G*Power 3). Statistical significance was set a priori at an alpha level > 0.05.

### Results

The mean and standard deviation for the pre-game height measurements was 176.6 ± 6.9 cm. Post-game measurements yielded a mean and standard deviation of 175.8 ± 6.9 cm. The results show that there was a significant increase in spinal shrinkage due to participation in a high school football game (p =0.032, power = 0.674). The average height loss for the ten participants was 7.62 (±SD = 9.25) mm.

### Discussion

The present study showed that participation in a high school football game causes measurable height differences before and after the game, the demonstrated mean loss of stature was 7.62mm. It can be assumed that the decrease in height is due to the increased external forces and equipment weight that are involved in the sport. These potentially lead to a rise in the intradiscal pressure and fluid to be expelled, resulting in a reduction in disc height. Though it is logical that loss of intervertebral disc height is responsible for all variations in height, it is also possible that the cartilage in joints and the soft tissue covering the scalp and soles of the feet may have been compressed. However, the total height of the intrajoint cartilage is small and the degree of compression is thought to be negligible (6). The soft tissue covering the scalp is also thin and the height rod of the scale used for measurement would compress the tissue to an insignificant level. The tissue covering the soles of the feet might also be compressed upon standing but it is likely that equilibrium was quickly reached (6). As a result, the measured changes in stature can be considered to reflect only the changes in disc height.

The spinal shrinkage recorded during a football game was greater than what was observed in previous research of other activities. The 7.62 mm decrease in stature in this study was greater than the 3.25 mm decrease during a 6 km run (6), 5.4 mm decrease during circuit-weight training (6), 3.6 mm decrease during weight training (3), and 1.81 mm during a drop jump regimen (2). Although shrinkage during participation in football was greater than other activities, it is not the greatest recorded occurrence of spinal shrinkage. The results of this study are comparable to the 7.8 mm loss in height during a 19 km run (6), and much less than the recorded loss of 11.2 mm during static loading with a 40 kg barbell (14).

A study that examined spinal recovery in pregnant women showed that women with lower back pain were unable to recover from spinal shrinkage to the same extent as women with no lower back pain (12). These findings suggest that lower back pain may be related to the diminished ability to recover, rather than the magnitude of the spinal shrinkage imposed during the task. Since there is believed to be a relationship between football and the development of lower back pain (5), this could suggest that football players may have a diminished ability to recover from spinal compression. This may be provoked by the magnitude and frequency of spinal loading that a football player is subjected to.

The inability of the spine to recover may also lead to serious acute and chronic injuries to the spine and discs. Football is considered to be one of the sports with the highest risks for the occurrence of spinal injuries (1). Many of the spinal injuries that are common in football include fractures, disc herniation, and spondylolysis (5). There may also be a positive correlation between the years of involvement in football and the chances of developing degenerative disc disease (5).

### Conclusions

Based on prior research, it can be assumed that more spinal shrinkage occurs during participation in a football game as compared to other less impactful activities because of a greater spinal load. Football players experience this load on the spine not only from running, but also from the static load from the weight of equipment and from direct impact forces caused by collisions with other players. Both these components, running (6) and static loading of the spine (14), have been found to cause accelerated loss in stature. This combination, along with the collisions during a football game, may be the reason for greater spinal shrinkage.

Although the present study was conducted on high school players, the results should be also consistent with higher levels of play. A previous study was conducted to compare the response to spinal loading between different age groups of males (10). When comparing younger males (18-25 years of age) and older males (47-60 years of age), it was found that regardless of age the pattern of spinal shrinkage between the two groups was similar. Based on this research, high school, college, and professional football players should experience a similar response to spinal loading during a game.

### Applications In Sport

In a game such as football, winning and losing can be a matter of inches. If a player decreases in height at the end of a game, the extra length could be the difference in catching a football, blocking a kick, or batting down a pass. Thus this height difference might be the difference between winning and losing. The degree of hydration may play a role in the extent of the creep effect and should not be overlooked. It may be beneficial to conduct future research on the effects of height decrease on athletic performance. Future research may also investigate if frequent practice of spinal unloading throughout a player’s career can prevent or reduce spinal injuries and back pain.

### References

1. Boden, B., Jarvis, C. (2009). Spinal injuries in sports. Physical Medicine and Rehabilitation Clinics of North America, 20(1), 55-68
2. Boocock, M. G., Garbutt, G., Linge, K., Reilly, T., Troup J. D. (1989). Changes in stature following drop jumping and post-exercise gravity inversion. Medicine and Science in Sports and Exercise, 22(3), 385-390
3. Bourne, N., Reilly, T. (1991). Effects of a weightlifting belt on spinal shrinkage. British Journal of Sports Medicine, 25(4), 209-212
4. Dowzer, C., Reilly, T., Cable, N. (1998). Effects of deep and shallow water running on spinal shrinkage. British Journal of Sports Medicine, 32, 44-48
5. Gerbino, P., d’Hemecourt, P. (2002). Does football cause an increase in degenerative disease of the lumbar spine? Current Sports Medicine Reports, 1(1), 47-51
6. Leatt, P., Reilly, T., Troup J. D. G. (1986). Spinal loading during circuit weight-training and running. British Journal of Sports Medicine, 20(3), 119-124
7. Markolf, K. (1972). Deformation of the thoracolumbar intervertebral joints in response to external loads. The Journal of Bone and Joint Surgery, A, 511-533
8. Nachemson, A. L. (1976). The lumbar spine: an orthopedic challenge. Spine, 1(1), 59-69
9. Perey, O. (1957). Fracture of the vertebral end plate in the lumbar spine: an experimental biomechanical investigation. Acta Orthop Surg Suppl, 25, 1-100
10. Reilly, T., Freeman, K. A. (2006). Effects of loading on spinal shrinkage in males Of different age groups. Applied Ergonomics, 37(3), 305-310
11. Reilly, T., Tyrrell, A., Troup, J. D. G. (1984). Circadian variation in human stature. Chronobiology International, 1, 121-126
12. Rodacki, C. L., Fowler, N. E., Rodacki, A. L., Birch, K. (2003). Stature loss and recovery in pregnant women with and without low back pain. Archives of Physical Medicine and Rehabilitation, 84(4), 507-512
13. Troup, J. D. G. (1979). Biomechanics of the vertebral column. Physiotherapy, 65(8), 238-244
14. Tyrrell, A., Reilly, T., Troup, J. D. G. (1984). Circadian variation in human stature and the effects of spinal loading. Spine, 10, 161-164

### Figures

#### Figure 1
Percent change in height pre- to post-game among high school athletes participating in American football.

![Figure 1](/files/volume-14/447/figure-1.jpg)

### Corresponding Author

Brian J. Campbell, PhD, ATC
Department of Kinesiology
University of Louisiana at Lafayette
225 Cajundome Blvd.
Lafayette, LA 70506
<[email protected]>
(337) 501-0634

Brian J. Campbell is the Curriculum Coordinator of Exercise Science at the University of Louisiana at Lafayette. Dave Bellar, PhD is the Exercise Physiology Lab Director at the University of Louisiana at Lafayette. Kristina Estis is a Certified Athletic Trainer for Champion Sports Medicine at St. Vincent’s Birmingham. Tori Guidry is an undergraduate student of Exercise Science at the University of Louisiana at Lafayette. Matt Lopez is a DPT student at the University of South Alabama.

2013-11-22T22:56:36-06:00January 3rd, 2012|Contemporary Sports Issues, Sports Coaching, Sports Exercise Science, Sports Studies and Sports Psychology|Comments Off on Effects of American Football on Height in High School Players
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