The Use of Sport Art for the Development of Olympic Education: Passing the Visual Torch

> “The Olympic Games are not just ordinary world championships but a four-yearly festival of universal youth, ‘the spring of mankind,’… multiple ambitions in all forms…To the ancient Greeks, the Olympics were as much a matter of art as athleticism.”
Baron Pierre de Coubertin, Founder of the Modern Olympic Games

Since the beginning of the Olympic Games, sport and art have been partners in communicating Olympic values, and this powerful educational partnership continues today. Defined in the 1800s by its founder, Baron Pierre de Coubertin, the purpose of the Modern Olympics is to promote the physical, psychological, and peaceful cultural improvement of man and nations through sport. More effectively than any other vehicle, sport art brings the spirit of the Games to the masses in line with the democratic principles of Olympism. Only a few select athletes can experience the thrill of participating in Olympic sports. However, everyone can enjoy and be inspired by viewing Olympic art.

The Olympic Movement is the greatest sport and social movement in human history. The Modern Olympic Games revived the Ancient Olympic Games. They have survived world wars. They have survived economic collapse. Time and again, in the face of adversity, the Olympic Movement perseveres. Looking ahead to challenges facing National Olympic Committees, art emerges as a powerful tool for the success and education of future generations in Olympism.

The recent IOC publication of the book, Olympic Posters, is a great resource for teaching Olympism. Posters offer a quick history lesson because dates, places, art styles, and often sports stars are clearly shown. Olympic Games promotion is focused on the youth market, and posters are an effective tool because they are within most young people’s budgets and are popular displays in young people’s rooms.

It might seem unlikely that a simple paper item like a poster would be significant in a fast-paced technological age, however, it is because posters are not fleeting that they retain their teaching edge. You cannot turn them off, and their batteries do not run out. A poster on your wall is a message that keeps on educating. If a picture is worth a thousand words, an appealing Olympic poster’s symbolic message in the person of an exciting athlete is worth a thousand lectures about building character. The posters chosen for discussion here have been selected for their ability to communicate specific milestones in Olympic history or shifts in world culture, and these qualities make them particularly useful as educational tools.

The first official Olympic poster was not printed until 1912. Program covers from prior Games were later printed as posters and contain valuable educational information on early Olympic practices. The Official Report cover for the first Olympics of the modern era, the 1896 Athens Games, is a symbolic portrayal of the connection of Ancient Games to Modern. A manifestation of Coubertin’s vision, the Modern Olympic Games were a vehicle for peace and democracy and strictly amateur. Thirteen nations participated in the first games. The athletes were mostly affluent American and Greek college students. During these Games, Spiridon Louis, a Greek postal worker, won the first Olympic marathon in 2 hours, 38 minutes, and 50 seconds.

The image now printed as the official poster for the 1900 Paris Games is a poster originally designed for the Paris World Exhibition. Even though 22 nations participated in those Games, because of the concurrent schedule, some athletes at the time were unaware that they were competing in the Olympics. Swimming events took place in the Seine River. The poster featuring a woman fencer is fitting, as it advertises the first Games in which women athletes were allowed. An American golfer was the first woman to win an Olympic event.

The 1904 Olympic Games became another upstaged, this time by the St. Louis World Fair. U.S. President Theodore Roosevelt changed the host city from Chicago to St. Louis to ensure that the Games would be held along with the Louisiana Purchase Exhibition. Noting the event’s famously festive mood, one reporter dubbed the event “a fair where there are also sports.” Because many people still thought of St. Louis as the dangerous “Wild West,” attendance from those outside the United States was minimal. Of the 554 athletes, 432 were Americans. At the St. Louis Games, basketball was held as a demonstration sport, while men’s golf was an official event.

The 1908 Games were held in London. Rome had been scheduled to host the fourth Olympic Games, but a volcanic eruption of Mount Vesuvius changed the site to London. Rome would not host the Games until 1960. In 1908, the London Games were attended by 23 nations and 2,000 athletes and were the first Olympic Games in which the top three finishers earned medals. Several other firsts occurred there. The Olympic motto was coined: It’s the participation that counts, not the winning. Figure skating became an Olympic sport. The first medals were awarded for works of art inspired by sport in the fields of architecture, literature, music, painting, and sculpture. Depicted on the program cover, Shepherd’s Bush stadium played a part in another first. The official 26-mile, 385-yard marathon length was adopted so that athletes starting at the stadium would finish for easy royal viewing in front of the Royal Box.

The 1912 Stockholm Games produced the first planned and executed official Olympic poster. The main job of early posters was to announce and advertise the Games. The 1912 poster was printed in 16 nations and shipped to 30 different countries for display. The partial nudity of the athlete portrayed, a nod to Ancient Olympic Games, caused international controversy. The flag sequence, representing the march of the nations, was also an issue of dispute. Over 3,800 athletes from 28 nations participated in those Games, including the first entry by Japan. For the first time, competitors came from all five parts of the world later symbolized in the five Olympic Rings first shown at the 1920 Games. When Sweden refused to hold boxing events because the violence of the sport infringed on its neutrality philosophy, the IOC issued a rule to limit powers of local organizing committees and took control of event selections. The 1912 Games also saw breakthroughs in technology and sport, including the public address system and stop watches.

The 1920 Antwerp Games were the first Olympic Games after World War I. Athletes from Germany, Austria, Bulgaria, and Turkey were excluded. At those Games, the Olympic Oath, a solemn promise made by one athlete who represents all competitors, was reinstated from the Ancient Games. The Olympic Flag was adopted with its five-colored interlocking rings that symbolize fraternity among nations and the five participating continents. At those Games, hockey was first included, paving the way for future Olympic Winter Games. For the Antwerp Games, the IOC began to invite countries rather than individual athletes. Those Games were the largest to date in terms of participating countries.

Paris, home of Olympic founder Baron Pierre de Coubertin, hosted its second Games in 1924. This was Coubertin’s last Olympics as President of the IOC. A new Olympic motto, Citius, Altius, Fortius (Faster, Higher, Stronger) was used for the first time. In 1928 in Amsterdam, Holland’s Prince Hendrik opened the largest Games to date in a newly-built, 40,000-spectator stadium that established a tradition of a 400-meter running track. Prince Hendrik introduced a giant results board, now standard for all international competitions. The Dutch also introduced the Olympic flame, which now burns throughout each Olympiad. Women were allowed to compete in track and field events for the first time. For the first time since World War I, Germany was allowed back in the Games. The 1928 poster, the rarest of all Olympic posters, sells for approximately 18,000 U.S. Dollars, and is the first to feature the Olympic Rings that have appeared on all following official posters. The streamlined Deco design of the poster marked the shift from ancient to modern styles and reflects a machine age obsession with speed. This poster does not display specific dates for the Games. Posters no longer needed to provide schedules for an isolated public. Telegraph, radio, and then television could relay the news much faster than print.

The 1936 Games, known as “Hitler’s Games,” originally were to be hosted by Barcelona, but the IOC changed this because Spain was on the brink of civil war. In newly selected Berlin, Adolf Hitler opened the Games in a highly politicized atmosphere, a trend that would continue throughout the 20th century. At the 1912 Stockholm Games, Baron Pierre de Coubertin had said, “great people have received the Torch… and have thereby undertaken to preserve and… quicken its precious Flame.” The flame symbol was reconfigured as a Torch Relay at the 1936 Berlin Games. The relay has preceded all Olympic Summer Games since. The 1936 opening ceremonies featured a release of pigeons, a symbol of peace, which also has endured as a standard feature at the Games. Closed circuit television, that would eventually transform the Modern Olympic Games, was introduced for the first time. Jesse Owens, a sprinter from Ohio State, won four gold medals, tied the world record in the 100 meters, set world records in the 200 meters and long jump, and anchored the 400-meter relay. Owens, an African American and top athlete, symbolized the spirit of Olympism, upsetting the political myth of Aryan supremacy, and manifesting Coubertin’s vision of equality.

Although Olympic Games, scheduled for Berlin, Tokyo, and Madrid respectively, were not held in 1916, 1940, and 1944 due to World Wars, the Olympic history of those years is preserved in art. Cristóbal Gabarrón’s sculpture, “The Atlanta Star,” 26 pillars of painted Balboa steel, was installed at the centennial 1996 Atlanta Olympic Games. It represented the political, social, and athletic aspects of the 100 years of Games, including those cancelled due to war. “The Atlanta Star,” commissioned by the United States Sports Academy, honors the dark war years, as well as the many freer, happier years of the Games.

In 1948, the Olympic Games returned to London. Britain’s King George VI opened the Games with a great ceremony at Wembley Stadium. Athletes from 59 nations were housed in military barracks throughout the country, and food was rationed. China sent a team to the Summer Games for the last time until 1984. However, there would be representation from Taiwan in the interim. Once again, Germany and Japan were required to sit home. In a great media breakthrough, over 250 broadcasters aired the Games in more than 40 languages. Those were the last Games at which medals were awarded for works of art inspired by sport. In London, Bob Mathias (USA) won his first of two gold medals in the decathlon at the age of only 17. At the same time, Alice Coachman (USA) set the high jump Olympic record and became the first black woman to win gold. The 1948 London Olympic poster shows the British Museum’s Townley Discobolus statue, and the Big Ben clock set to the Games’ start time of 4 o’clock. Both are icons of the city and cultural references to the Games’ traditions.

In 1952, Helsinki hosted the largest Olympiad to date, with 69 nations and nearly 5,000 athletes participating. A new state-of-the-art facility was constructed, including a beautiful Olympic Village. Germany and Japan again entered the Games. The Soviet Union entered its first Olympics. The poster from the cancelled 1940 Finnish Games featuring Finnish runner, Paavo Nurmi, holder of 33 distance world records, was revised to suit the 1952 Games. In 1952, Czech, Emil Zatopek, the “Iron Locomotive,” won the 5,000; 10,000 meters and marathon.

Melbourne’s 1956 Olympics were the first held in the Southern Hemisphere. However, the Olympic equestrian events were held in Stockholm, because an Australian government regulation banned animals from entering the country. The Stockholm Equestrian Games featured 158 athletes from 29 nations. Two official posters advertising the two segments of the Games display different dates to compensate for the difference in seasons between hemispheres. While in Melbourne, the United States dominated Olympic track and field, sweeping the sprints and hurdles. Charlie Dumas cleared seven feet in the high jump, Harold Connolly won the hammer throw, and Al Oerter won the first of four golds in discus. At the same time, Olympians from the Soviet Union, led by Vladmir Kuts winning the 5,000 and 10,000 meters, became poised to take over as the leaders in Olympic track and field. In the meantime, Hungarian, Lazlo Papp, won his third straight boxing title.

The 1960 Rome Games integrated historic architecture with modern facilities. The 1960 Games were the largest Olympiad to date, with 83 nations and nearly 5,500 athletes, and featured the first Paralympics. Heralding a new media era, the Games were televised worldwide. Television revenue has escalated at a staggering pace ever since. In 1960, CBS paid USD 394,000 for television rights. NBC is now paying USD 5.7 billion to broadcast the Olympics in the U.S. from 2000 to 2012. In the Rome Games, the first sign of doping was observed when cyclist, Knut Enemark Jenson of Denmark, died from a drug overdose. Politics surfaced when South Africa was expelled from the Olympic Movement until 1992 for its racist apartheid policy. The stylized 1960 Rome poster depicts a wolf suckling Romulus and Remus atop a Classical column, creating a modern Olympic visual tribute to the history, culture, and art of Rome.

In 1964, Tokyo was the world’s largest city and became the first Asian city to host the Games. Tokyo boasted modern hotels and arenas. The Japanese won every architectural award for sport facilities. The Games cost in excess of USD 2 billion to stage. Japan’s national sport, judo, was designated an official Olympic event. The 1964Tokyo poster was the first Olympic photography poster, showcasing Japan’s advances in photography and printing. The models featured were multi-racial members of the U.S. Air Force, reflecting the 1960s Civil Rights movement in the Games’ message. At those Games, Native American, Billy Mills, set an Olympic record in the 10,000 meters, the first U.S. gold in the event.

The 1968 Mexico City Olympic Games were the first to be held in North America outside the United States. These Games were also the first held at high altitude (7,573 feet above sea level) and staged in the gigantic 150,000-seat Aztec Stadium. For the first time, more than 100 nations (112) participated. Bob Beamon (USA) set the long jump record at 29 feet, 2.5 inches, and Al Oerter (USA) won discus for the fourth consecutive time. The 1968 Mexico poster was designed to evoke the fabric patterns of the Huichole Indians, an example of how Olympic posters can educate others about host cultures.

The 1972 Munich Games, “The Happy Olympics,” as they were called, contradicted the nickname when racism, boycotts, and terrorism erupted. The 1972 Munich Games turned tragic when the Black September terrorist group killed 11 Israeli athletes held captive in the Olympic Village. A funeral ceremony was held at the stadium the following day, but the Games continued. USSR dominated the Games, led by Valery Borzov, who won the 100 and 200 meters. USA swimmer, Mark Spitz, won seven gold medals in seven world record performances. However, overall poor performance by the U.S. at those Games became an impetus for the formation of the United States Sports Academy. The Munich poster shows the Olympiaturm, a communication tower signifying advances in technology and modernization of Olympic images.

Canada was awarded the 1976 Montreal Games in a selection process marked by a bidding war between the Soviet Union and the United States. Those and the following two Games were marked by boycotts, Montreal with 21 African nations protesting New Zealand’s participation in an earlier rugby competition against South Africa. Taiwan was refused entry into the Games under their chosen name, Republic of China. The Montreal Games left Canada with a USD 600 million debt. Still, those Games were not without exceptional performances. Alberto Juantorena (Cuba), “The Horse,” won the 400 and 800 meters, and gymnast, Nadia Comaneci (Romania), scored a perfect 10 seven times. The poster prominently displayed the Olympic Rings only, a simple design indicative of the logo-like corporate designs that would come to dominate contemporary posters.

The Soviet Union was awarded the 1980 Moscow Games; however, the Games were boycotted by the United States and some 62 other nations, including Japan and the Federal Republic of Germany. In spite of these conflicts, the Moscow Games saw 33 world records broken. Aleksandr Dityatin (USSR) won eight medals and received the first perfect 10 for a male gymnast. The poster, which featured a stylized running track in the shape of a building topped by a red star, continued the trend toward simple, stylized design images.

In 1984, President Ronald Reagan opened the Los Angeles Games to a record 141 nations and more than 7,000 athletes. The Games were boycotted by The Soviet Union and 16 other countries. The two Irelands competed as one; the two Koreas considered doing the same; and the People’s Republic of China entered the Games for the first time. The winning bid for the Games did not come from a national, state, or local government. It was put together by a free enterprise system headed by Peter Ueberroth, a Los Angeles travel agent, whose business savvy may have single-handedly reversed the backward economic slide of the Modern Olympic Games. Such a process had not been undertaken since 1896. Carl Lewis (USA) won the 100 meters, 200 meters, long jump, and 400 meters relay. Joan Benoit (USA) became the winner of the first women’s marathon. The 1984 poster’s five stars symbolizing high goals are cut from photographs of cultural U.S. images and are repeated to indicate multiple competitors and speed.

The year 1988 marked the first Paralympic Games to take place at the same venue as the Olympic Games. The Seoul Olympic facilities were built from scratch, and every competition site boasted an exceptional cleanliness. Nineteen world and seven Olympic records were broken. Despite the success, Seoul will always be remembered as “The Doping Olympics.” Three winners in weight lifting and a Canadian sprinter, Ben Johnson, were stripped of gold medals for testing positive for steroids. In those Games, tennis returned as an event, this time featuring the world’s professional tennis players. Florence Griffith-Joyner (USA) broke the world record in the 200 meters with a time of 21.34, and also won the 100 meters and 4×100 relay. The groundbreaking 1988 poster signifies the dawning of the computer age, now a major factor in the development of Olympic education. This poster image expresses harmony between tradition and technological advancement.

Barcelona put on a gold medal show in 1992 by recapturing the splendor of the historic maritime city. They removed urban factories to build an Olympic Village with parks and shops, and minimized pollution in the Mediterranean Sea. A record 172 nations participated in the first Games since 1972 without a boycott. Soviet Republics entered the Games as the Unified Team and dominated competitions with 112 medals. South Africa was welcomed back after the 1991 moratorium on apartheid. Jackie Joyner-Kersee (USA) won her second straight heptathlon and Javier Sotomayor (Cuba) cleared eight feet in the high jump. Sotomayor’s record still stands. The poster image heralds the future of technology in Games media with its brand-like logo. Today the key means of communicating facts about the Games are television and online news.

In 1996, Atlanta hosted the Centennial Olympics. As in the 1984 Los Angeles Olympiad, the Games were won by a bid entered by enterprising businessmen, this time led by Billy Payne. A record 197 nations committed to participate, including North Korea in its first entry. There were 10,788 athletes who vied for gold metals. The entire face of Atlanta was changed by the construction of such venues as the Centennial Olympic Stadium and the Olympic Park. The Olympic Village ultimately became residential housing for Georgia State University and Georgia Tech University. The Centennial Olympic Stadium for track and field events was converted into Turner Field baseball stadium for the Atlanta Braves. Centennial Olympic Park is still in use. The Games cost USD 1.8 billion to stage, USD 500 million of which was American taxpayer dollars. The poster of a Greek profile in modern Matisse cut-out style was created by designer, Primo Angelli, who also became responsible for the design of the 2012 London logo.

The 2000 Sydney Games marked the second time the Olympic Summer Games were held in the Southern Hemisphere, the first being Melbourne in 1956. In those Games, Greco-Roman wrestler, Rulon Gardner (USA), defeated Alexandre Karelin (Russia), who had won golds in Seoul, Barcelona, and Atlanta. Before his match with Gardner, Karelin was undefeated for 13 years. The Australian poster shows a shadowy Sydney Opera House topped by leaping Aboriginal symbols indicative of heightened worldwide respect for first nation cultures.

The 2004 Athens Games, the “Internet Olympics,” marked the first time that major broadcasters were allowed to serve video coverage over the worldwide web. IOC President, Dr. Jacques Rogge, described these Games as the “unforgettable, dream Games.” The motto was, Welcome Home, reflecting the first time since 1896 that the Olympic Games were held in Greece. Those Games saw an unprecedented focus on security. Seventy thousand police officers were on hand, costing organizers an estimated USD 1.2 billion. A simple olive branch in blue and white on the poster symbolizes the Greek countryside and the country’s historic involvement with the Games. The olive branch is a symbol of Athens and was the traditional award to Olympic champions during the Ancient Olympic Games.

Also useful for Olympic education, the Olympic Winter Games posters are in many ways just as, if not more visually breathtaking than those of the Summer Games. In 1948, the Winter Games returned to St. Moritz, the site of the 1928 Olympic Winter Games, the first true Winter Games, which replaced the Nordic Games. The 1948 poster shows tanned skiers and a bright, large Alpine sun. The image emphasizes nature’s dominance over man.

The 1984 Olympic Winter Games in Sarajevo were branded the “Friendly Games,” and did not hint at the fighting that would tear Yugoslavia apart eight years later. The 1994 Lillehammer Olympic Games in Norway marked the first and only time to date that the Games were staged two years apart, as the IOC chose to move the Winter and Summer Games to separate four-year schedules. Hometown star speed skater, Johann Olav Koss, won the 1,500, 5,000, and 10,000, setting world records in all of them. His extraordinary gift of all his winnings to Olympic Aid inspired a flood of $18 million in donations over 10 days. Though the Bosnian War raged as the Games took place, Bosnia and Herzegovina’s four-man bobsled team consisted of one Croatian, two Bosnians, and a Serbian—another example of the Olympic code’s contributions to peace.

As the Games evolve, so does the poster art used to promote them. The 2010 Vancouver Winter Olympics poster, with its fresh, vibrant colors and contemporary design, is an example of how Olympic posters are an opportunity for the host culture to influence young people of the world. The Sochi 2014 logo is an even better example. The Sochi logo takes this computerization one step further by being the first logo to feature a Games’ website (Sochi.ru). It aims to advertise the Games and to entice the people of the world to look further for information, thus leading people to a vast online directory of Olympic history and philosophy.

In the 2008 Beijing Olympic Summer Games, 11,028 athletes from 204 nations competed. The Games were a source of national pride for the Chinese, and offered hope for long-term reforms in environmental policy. Those Games cost an estimated USD 15 billion to stage, but produced revenues in excess of USD 16 billion. In Beijing, swimmer Michael Phelps (USA) won eight gold medals, and Usain Bolt (Jamaica) set world records in the 100 and 200 meters sprints. The official poster for Beijing was designed cooperatively by students from about 266 colleges and universities in China. The upcoming 2012 Olympic Games in London have yet to reveal an official poster; but the logo, created by the designer of the 1996 official poster, Primo Angelli, continues in the modern tradition of streamlined corporate design. In the logo, the five boroughs of London are stylized to form the numbers 2012.

Today, the Olympic Movement faces a new challenge: finding relevance in a fast paced, digital age. IOC president, Jacques Rogge, said that, “If we don’t adapt to the changes of our youth, we are lost. We are a movement of young people.” Thus, Rogge proposed a Youth Olympic Games in 2001. The first event is scheduled to take place in August 2010 in Singapore. The poster for the Youth Olympic Games prominently displays the Games’ website.

The power to represent the identity and principles of an event is imparted intentionally by the artists in their choice of symbolic images as well as coincidentally by events when historic milestones happen at specific Games. The three pillars of the Olympic Movement are sport, culture, and the environment. Olympic art educates the viewer in Olympic values by telling the story of its times in artistic shorthand and continuing to echo the concepts shaping the event in the public’s collective mind in the years to come.

### Works Consulted

McGeachy, A. (1996, July 22). “Images that Captivate,” Sports Illustrated, pp. 34-36.

Official Website of the Beijing 2008 Olympic Games. (2008). Retrieved from, http://en.beijing2008.cn/education/curriculum/index.shtml

OlympicMuseum.de (2010). Retrieved from, http://olympicmuseum.de/quickview/all_poster.htm

Olympic Museum. (2007). Olympic Games Posters. Retrieved from, http://www.turin2006.com/Documents/Reports/EN/en_report_776.pdf

Rosandich, T. P. (1996). The Atlanta Star. Daphne, AL: United States Sports Academy.

2013-11-25T17:38:50-06:00July 9th, 2010|Sports Coaching, Sports Exercise Science, Sports Studies and Sports Psychology|Comments Off on The Use of Sport Art for the Development of Olympic Education: Passing the Visual Torch

Trouble on the turn: How Trainers View the Financial Viability of California Horseracing

Abstract

Horseracing was once the most popular spectator sport in the United States. With the legalization of Native American casinos and the proliferation of Internet gambling, attendance at racetracks, including those in California, has fallen to record low levels. The current recession has weighed even more negatively on the industry. This paper examines the economics of racing in the nation’s most populous state from the perspective of the trainer, who operates the stable and determines when and where a racehorse will run, and under what circumstances. Over 20,000 Californians are directly employed in the horseracing industry, and their continued livelihood depends largely on whether trainers are willing to ride out uncertain times or relocate to states where the cost of operating thoroughbred racing stables is lower. Utilizing personal interviews, a group of California-based horse trainers were surveyed in order to gain insight into how they view the current business climate as well as other factors impacting the sport. The results indicated that trainers share a number of common concerns, particularly with regard to lower purses, a declining owner base, and synthetic racing surfaces. All have faced challenges in maintaining profitable stables, yet display resilience in terms of staying the course and retooling the traditional business model.

Key Words: Horseracing, Trainer, Synthetic Track, Costs, Diversification

Introduction

Long considered the “Sport of Kings,” horse racing in recent years has experienced dramatically lower attendance and an aging fan base (8). Once prominently featured on the front page of sport sections throughout the state, it is increasingly rare to discover in-depth newspaper coverage beyond major racing events such as the Triple Crown or Breeders’ Cup. Hollywood Park, a premier racing venue in southern California, cut purses in 2009 on average five percent as the pool of horses available to race plummeted and empty stalls abounded (1). In addition, Hollywood Park has been purchased by a large developer and is slated to close in the next few years. There is discussion as well among trainers regarding the relative risks and benefits of synthetic racing surfaces, now mandatory at larger tracks. Adding to the concern is the recent closing of Bay Meadows Racetrack in San Mateo, leaving only one major racing venue in Northern California. Empirical research, however, on the perceptions of California trainers regarding racing’s future viability is lacking. As these individuals perform the most critical aspect of the sports operation–the care of the horse, it follows that their input could help predict the future health of the industry within the state.

In “Cracks in Foundation of Kentucky Racing” (7), several prominent trainers in that state indicated they had considered relocating their stables to states where slot machines were legal and proceeds in part benefited horseracing. Some who are struggling to remain profitable with higher expenses and lower purses have moved their stables to neighboring Indiana or West Virginia where slot revenue supplements purse money. For example, at Turfway Park in northern Kentucky, purses averaged $150,500 per day in 1994, compared to $135,000 in 2008. California-based trainers have lobbied, without success, for slot revenue from Indian casino gaming. Some have shipped horses to run in races in states such as New Mexico, where slot machine revenue from tribal owned casinos is shared with horse tracks.

Slot machine revenue is hardly the only issue impacting trainer attitudes toward basing operations in a particular state, as on-track attendance and corresponding betting handle also impact purse structure. In “Down at the Track, What Policy, Marketing & Technology Offer The Sport of Kings,” Leslie Cummings (4) discovered that while overall gambling revenue increased year over year through the mid 1990’s, the betting take specific to horseracing declined during this period. Cummings (4) determined that lower attendance was directly related to this decline in wagering and cited failures in marketing management such as poor customer service and lower quality horses as significant factors. In 2009 racetrack attendance in California averaged near 7,000 persons a day (3), down significantly from years past when one might encounter 30,000 fans at Santa Anita racecourse on a weekend day. Cummings’ (4) research focused on national trends and included data from California racing venues.

Synthetic Surfaces

Another significant factor impacting horseracing in California is the imposition of synthetic tracks. In 2007, the California Horse Racing Board (CHRB) mandated that all major racetracks in the state replace traditional dirt tracks with synthetic surfaces (Smaller tracks, including those in the county fair circuit, are exempted). This followed a series of high-profile breakdowns, including Barbaro, the 2005 Kentucky Derby winner whose subsequent catastrophic injury in the Preakness Stakes two weeks later was also witnessed by a huge worldwide television audience. Artificial racing surfaces, more common in Europe, are considered by some industry groups to be safer, though evidence of this is still evolving. In 2009, the CHRB commissioned a comprehensive study of synthetic tracks to gauge the injury rate and related factors compared to dirt surfaces (9).

Role of the Trainer

Trainers occupy arguably the most critical niche in the racehorse industry, as they are the men and women who prepare the animal for the racing experience and whose daily care and welfare the equine athlete is entrusted to. Trainers are not only horsemen, but business owners as well; they must turn a profit to remain economically viable. Unprofitable trainers run the risk of losing what business they may be struggling to hold on to. Most owners expect a trainer to win races with their horses; trainers that can’t “do some good” with the horse run the risk of losing it to another barn (5).

Trainers face an array of different costs in order to operate their barns. These include payroll expenses to compensate assistants, grooms, hot walkers, and exercise riders as well as monthly bills from veterinarians, ferries, and feed suppliers (3). Trainers attempt to recapture these costs by charging owners “day money.” In 2005 the Thoroughbred Owners of California (TOC) determined that the average day rate in the state was $81.33, while expenses were $86.93. As a result, it is incumbent upon trainers to make up the difference through commissions earned for winning or placing in races. In a number of states that have legalized slot machines, for example New Mexico, Indiana, West Virginia, New Jersey and Pennsylvania, a percentage of the gaming revenue is earmarked to subsidize purses at horse tracks. This is not the case in California, where the Native American entities permitted to operate casinos have forged compacts with the state that do not provide subsidies to horseracing interests.

In addition to the closing of major racing venues, California has experienced a shortage of racing stock. Whether this is a manifestation of the broader economic slowdown or the result of other factors affecting California racing is a question addressed by this research. In 2009, Hollywood Park received permission from the state to shorten its racing week from five to four days (2). For trainers who are required to maximize every opportunity for revenue, the loss of racing opportunities offers an additional challenge to the continued viability of their racing operations. The purpose of this investigation was to describe how the overall downward economic trend in horseracing is perceived by these California horsemen.

Methods

Participants

The participants of the study consisted of thoroughbred horse trainers within California. These individuals, at the time they were interviewed, had or were currently operating stables located at the racetrack. Personal interviews were utilized in all cases to gather information, which was manually recorded and later transcribed electronically. Summaries of the interview were electronically mailed to each participant for their review and additional input or modification as necessary. A total of eight interviews were conducted with a cross section of California trainers; six from the southern part of the state and two from the north. Interview locations included the Horseman’s Lounge and Grandstand Box Section at Hollywood Park, the grandstand at the Alameda County Fair in Pleasanton, California and a horse farm in Riverside County. No access issues arose, however plans to tape record the interviews were abandoned due to the high incidence of background noise. Two of the participants were former jockeys, and two came from horseracing families. Three of the individuals interviewed averaged 30 horses in their care, three others averaged 60 or more thoroughbreds, and the remaining participants were affiliated with smaller operations. From the collected data, quotes from participants were coded and sorted in terms of identifiable and emergent themes. Each was provided an overview of the research project’s goals and agreed to sign the California Baptist University Research Consent and Participant’s Bill of Rights, including the right to withdraw from the study at any time. The signed return of these forms constituted informed consent. Questions emphasized the participant’s views and perceptions regarding the economic challenges of horseracing in the state from a lived, experiential framework. Participants were provided pseudonyms in order to preserve anonymity and elicit the most candid responses. The study was conducted through the use of semi-structured personal interviews utilizing an interview guide comprised of eight open-ended questions (Appendix A) with an opportunity for follow up probing questions. The questions were reviewed by a staff person at the Thoroughbred Owners of California (TOC), a professional organization with a strong commitment to further the interests of both the horses and horsemen in the state.

Role of the Researcher

The researcher and author, Dan Prince, has been licensed as a thoroughbred owner in California since 2002 and holds or has held additional licensure in New Mexico, Arizona, Florida, and Kentucky. He has been actively involved in the sport in California, having employed various trainers to stable, care for, and enter horses in races at major tracks under his name. In developing and maintaining close working relationships with trainers, he was familiar with many of the operational issues and challenges trainers faced.

Data Analysis

The study reviewed and transcribed interview notes, coding key words, expressions, and phrases to identify and sort data into common themes. Emergent patterns and themes were further catalogued to establish specific categories. Data was inductively analyzed to determine saturation points leading to theoretical constructs.

Results

Utilizing an inductive approach to analysis, five major thematic categories informing trainer views were revealed; 1) the high costs of operating a stable in the state, 2) the lower costs and additional benefits of doing business in other states, 3) synthetic racing surfaces, 4) diversification, and 5) weather conditions in California.

High Cost of Racing in California

Previous research had determined that costs are a significant factor in trainer decisions on where to base operations (6,7). This was apparent in the interviews, where seven of the eight participants cited escalating costs for labor, feed, supplies, and insurance as a significant economic factor affecting their operation. Several trainers expressed concern in particular over the state’s high rate of Workers’ Compensation insurance, which they were required to pay for each employee. Bob, who trained at major tracks before taking a position as a farm manager, stated “Workers’ Compensation costs are the main challenge…the state classifies only race car drivers as a higher risk; the state of California forces honest guys to almost cheat in order to stay in business. Minimally skilled ranch help is paid $12 per hour; a groom at the track is making $1,000 per week to care for just four horses…these costs are placed directly on the owner.”.

Seth, who had trained in California for 30 years, said “Owners are burdened by high costs, taxes are out of control, the claiming tax is over 10 %; owners are leaving the business.” The claiming tax this participant referred to is the state’s imposition of a sales tax that must be paid by the new owner each time a horse is “claimed,” or bought out of a race. (In California, most races are classified as claiming races, and the majority of trainers operate what are commonly referred to as claiming stables.) Craig, a Northern California based trainer, noted “In the San Francisco Bay Area, the cost of living is already high, so purse structure is not comparable; everything else has gone up except purses, which have stayed the same or even in some cases gone down.” The concern with respect to lower purses was echoed by several other participants and was cited previously in this work as a significant factor in trainer decisions to relocate operations to other states (1).

Horseracing in Other States

When asked the question of what benefits are available racing in other states, three participants pointed to slot machines and the added revenue they bring to purses. Craig emphasized, “We should have partnered early on with the Indian Tribes; we fell asleep and failed to appreciate how powerful a lobby they have. Tracks like Mountaineer in West Virginia and riverboat states have slots that assist horsemen.” This sentiment is consistent with earlier research that suggested horsemen must formulate strong revenue sharing agreements with tribal entities in order to remain competitive (4).

Half of the participants pointed to the advantage of lower rates for Workers’ Compensation insurance outside of California. States such as New Mexico and Arizona are “right to work” states, with lower overall labor costs. Craig noted that in some other states “there are lower Workers’ Compensation rates, it costs less to train; the cost of living is cheaper, and a dollar goes a lot further. We pay for the good weather in California.” John offered that other states “have weaker competition and stronger purses,” though “Kentucky is having trouble.” The reference to Kentucky is telling, as this is a state that like California, had failed through legislation to legalize slot machines at racetracks, where the added revenue directly benefits the horserace industry (4, 7).

Bob, who moved his training operation out of California for several years, reflected on the experience: “You see how well horsemen are treated; treated like royalty at tracks such as Zia (New Mexico), Canterbury (Minnesota), Prairie Meadows (Iowa), and Turf Paradise (Arizona). Racing Secretaries there will accommodate you, write races for you. In California, they will only write a race for you if they owe you a favor. In this instance, the participant was speaking of the human experience beyond the economic advantages; racetrack personnel in other states were friendlier, more appreciative, and willing to extend horsemen courtesies not necessarily available in California. This same individual was the only participant who did not articulate any benefit to racing in California, stating “you can run for half of the day money (in California) for the same amount of purses in other states; there’s no Workers’ Compensation tax and the costs are lower.”

Synthetic Racing Surfaces

This question generated the most emotional response among the participants and resulted in a distinct Northern versus Southern California bias. Five of the six trainers from the south indicated their disdain for the synthetic track, citing injuries and other disappointing characteristics. Skip, who operated a successful mid-size stable based at Hollywood Park, offered, “Originally they were good, but as they have aged, they wear out and tracks do not maintain them at the same level. Before, horses’ feet were clean when leaving the track, now the material balls up in their feet. Synthetic is better in Northern California, where there is more wet weather; this is an experiment gone awry.” There was a discernable theme of synthetic track performing well in wet weather; trainers from both Northern and Southern California held this opinion. It is also significant to recognize that the climate is generally wetter in the North, where the two representative trainers held favorable views of synthetic tracks.

Another common theme that emerged with regard to synthetics was the tendency for horses to “stick” to the surface rather than “slide” during a misstep, resulting in greater injury. Ron, who had won both the Kentucky Derby and Preakness Stakes with horses he has trained, suggested that synthetic surfaces “are the worst thing they ever did…horses stick on them, there’s no surface to slide. Where the foot goes in, they stay, breaking bones, tibias, and getting soft tissue injuries.”

Seth, who operated a larger Southern California stable, described the synthetic surface as “unnatural, harder on horses; the injury rate is higher, there are more hind end and soft tissue injuries.”

Craig, the Northern California trainer who generally favored synthetics, still had concerns, pointing to “lots of hind end injuries and soreness; the two year olds get shin problems because they stick instead of slide, muscles get sore, hocks, stifles are affected from the pounding because there is no give to the racetrack.” However, in defense of the surface, he went on to add:

“I am the leading trainer on synthetic surfaces in Northern California. I have run a lot of horses on synthetic; it’s incredible when it rains. It’s a very fair track for both speed horses well as closers. You don’t get the catastrophic injuries.”

John, who emphasized younger horses in his training style, framed the issue by stating his preference for “a universal synthetic track; there are too many variations between locations. Its better when it rains; the surface is harder in hot months. I wish we could go back to dirt.” The reference to variations was significant, as there are three separate tracks in Southern California, each of which having a distinct brand of artificial surface (10). The inconsistencies between the tracks add to the problem; horses are creatures of habit, and even relatively minor variations in training regimens may influence performance. Conversely, with the closing of Bay Meadows, Northern California has only one major racing venue, Golden Gate Fields; its synthetic track was better regarded. Hal, another successful Northern California trainer said in no uncertain terms “the Tapeta brand at Golden Gate is the best.”

Diversification

When asked how they planned to remain financially viable in the current economic climate, several participants acknowledged their involvement in the buying and selling of horses, or “bloodstock” in industry parlance. The practice centers on purchasing horses at an early age and offering them for sale at a higher price at later stages of training and development, known as pin hooking. John said, “I’ve been lucky enough to make a profit buying and selling horses…you can’t rely on day money, it’s eaten up so fast.” Bob offered that he depended on “buying and selling; buying yearlings, pin hooking to two year old sales.”

Other participants spoke of diversification in terms of their product mix. Craig, one of the successful Northern California-based trainers said:

“You try to get better horses so you can run for better money. You have to have an equal mix of good and cheap horses in order to run in a lot of categories. You have a group of owners that want to make money; it would be nice if the economy got better; more people will buy horses.”

Hal, also from Northern California, provided a more unique blueprint for remaining profitable, emphasizing personal relations:

“I’m going to keep doing what I’m doing. Lots of owners are getting out, but others are coming in. Good communication with clients. Being a good trainer, really, some can communicate well but can’t train. You have to do both well.”

Given the high costs associated with training thoroughbreds (3, 6), owners expect to be kept informed of their horse’s progress at the racetrack; Hal’s point was that this is often not the case, and trainers may lose clients as a result. Seth, the longtime California trainer and former jockey, stated, “I’m just holding on, creating jobs for my staff, people depend on me for jobs. I should have 10, not 25 horses, it’s not economically viable.” One may ask if Seth’s background as a jockey influenced his willingness to operate a stable simply for the benefit of his backstretch “family.” Skip, who grew up around horseracing, was more to the point when asked how he will remain in business: “Find another runner.”

There are sound economic reasons to focus on younger horses, including federal income tax breaks related to depreciation and generous “breeding awards” paid to owners who foal and race two year olds in California. Half of the trainers interviewed stated a preference for younger horses; John described his current operation as “30 horses in training, primarily younger stock. Mostly yearlings, some two year olds bought in training.” Skip commented “I have 30 head, the majority are young. I focus on buying young horses.”

Weather

All but one of the respondents indicated that California’s good weather was a major benefit to racing in the state. This is more than just cliché–horses cannot properly train on sloppy tracks, and normally neat and orderly shed rows are turned to muck when the backside is exposed to prolonged rain and other precipitation. Helmer, in his seminal 1991 study of the backstretch, pointed out that the only real holiday hot walkers, grooms, exercise riders, and trainers get is when it rains. A number of the trainers we interviewed originally came from the Midwest, where adverse weather is more likely to result in cancelled races and limited training opportunities.

Conclusions

It is perhaps overly-stated that a particular industry or sport is at a “crossroads.” For horseracing, this has been the case for a number of years as attendance for what was once America’s most popular spectator sport has declined dramatically over the past several decades (8). In California, considered one of thoroughbred racing’s most important venues, trainers employ thousands of employees and play a pivotal role in maintaining the economic health of the industry. This research revealed that as a group, California trainers are most worried about the continuing higher cost of doing business in the state and how by extension these costs are passed on to owners. While some participants referenced the current economic recession as adding to the challenges horseracing faces, the majority express frustration with the state legislature, which has failed to approve revenue sharing with Native American tribes operating casinos and is perceived to be adding to an ever growing tax burden. Trainers, specifically those in the southern part of the state, were generally unhappy with synthetic surfaces and pointed to the state’s mandating their use as an economic disincentive. However, the interview data suggested that trainers were willing to make adjustments (such as diversifying operations), hope for the best, and would attempt to ride out the tough times. Only one participant indicated plans to leave California, though several others pointed to obvious advantages, such as slots and lower costs as inducements to race in other states. The data additionally suggested that Northern California trainers, despite the closure of a major track, were more positive about their sustained financial viability. However, given the relative small sample, additional trainers from the north could be interviewed in order to provide better grounding for this potential hypothesis. The industry is awaiting the results of a major study regarding synthetic tracks that could validate the view of the participants that these surfaces are causing more injuries to the animals that train and race on them.

Racehorse trainers by the very nature of the business deal with disappointment and adversity on a nearly daily basis (5). Even the favorite only wins 30% of the time. In the largely isolated world of the backstretch, a deep recession may be viewed as simply another marker in an already tough race. The fact that the trainers in this study emphasized younger horses and were expanding their business models to include bloodstock development and sales suggested a certain resiliency as well as a cautious optimism regarding the sport’s future in the Golden State.

Applications in Sports

A study commissioned by the American Horse Council and performed by accountants Deloitte and Touche in 2005 revealed that the direct economic impact on California from horseracing was 1.4 billion dollars annually, with another 1 billion dollars in indirect or induced benefits. Nearly 22,000 Californians were directly employed by the industry in 2009, with another 26,000 in ancillary jobs such as truck driving and feed production. Given the pivotal role trainers play in the economics of the sport, other interested parties, including owners, racetrack operators, breeding farms, grooms, and veterinarians are potential beneficiaries of this study, as their livelihoods are tied to the sustainability of horseracing in the state. That trainers for the most part are continuing to base operations in California despite the economic challenges and obvious advantages in moving their tack to other states has significant implications for others involved in the sport. A large-scale exodus of supporting “players” would drive up labor costs while simultaneously diminishing further the pool of owners willing to pay even higher training costs. For those considering participation in California horseracing, the sport’s relatively high cost in the state is offset by opportunities such as year-round racing (weather again) and the willingness of highly- regarded trainers to “stay the course.” Additionally, the data reflected trainer concerns about the relative “safeness” of synthetic tracks; in 2010 California horseracing regulators indicated a willingness to reconsider the requirement for synthetic surfaces.

References

Andersen, S. (2009, April 16). Hollywood lowers daily purse levels. Daily Racing Form. Retrieved from http://www.drf.com/news/article/103019.html.

Andersen, S. (2009, June 5). Hollywood drops final five Wednesdays. Daily Racing Form. Retrieved from http://www.drf.com/news/article/104424.html.

Costs behind the “Day Rate”: A closer look at training costs and historical inflation. (2006, Winter). Owners’ Circle, 48, 8-11.

Cummings, L. (1996). Down at the track – what policy, marketing, & technology offer the Sport of Kings. Gaming Research & Review Journal, 3(1), 33-54.

Helmer, J. (1991). The horse in backstretch culture. Qualitative Sociology, 14(2), 175-195.

Hereth, R., & Talbott, J. (1993). Economic and tax implications of thoroughbred racing. Journal of Accountancy, 176(5), 51-56.

LaMarra, T. (2009, February 13). Cracks in foundation of Kentucky racing. The Blood-Horse. Retrieved from http://www.bloodhorse.com/horse-racing/articles/49163/cracks-in-foundation of-kentucky-racing.

Randl, J., & Cuneen, J. (1994). Demographic characteristics of racetrack patrons. Sport Marketing Quarterly, 3(1), 47-52.

Shinar, J. (2009, January 15) CHRB Launches Synthetic Track Study. The Blood Horse Retrieved from http://www.bloodhorse.com/horse-racing/articles/48820.html

Shulman, L. (2009, January 8). Trainers voice Santa Anita surface concerns. Retrieved from http://www.thehorse.com/ViewArticle.aspx?ID=13404

Appendix A

California Trainer Survey

  1. Please give some background information about yourself as a trainer.
  2. Describe your current racing operation.
  3. What are the most significant economic challenges horseracing faces in this state?
  4. Please describe your experience with California’s synthetic racing surfaces.
  5. What are the benefits of racing in other states?
  6. What are the benefits of racing in California?
  7. Discuss how you plan to remain financially viable in the current horseracing climate?
  8. Talk a little about the future of horseracing in California as you see it.

Corresponding Author

Dan Prince, MS: danielprince@cox.net
Note: Research was performed at California Baptist University

2013-11-25T17:40:08-06:00July 9th, 2010|Sports Coaching, Sports Management, Sports Studies and Sports Psychology|Comments Off on Trouble on the turn: How Trainers View the Financial Viability of California Horseracing

Educating Sports Entrepreneurs: Matching Theory to Practice

Abstract

Sports entrepreneurship courses are part of sports management programs because some students hope to own their own sports-oriented business, and major sports conglomerates look to hire employees with entrepreneurial skills. Sports management instructors prepare students for these challenges. However, not all sports entrepreneurship instructors have owned their own businesses nor worked for large sports corporations. As a result, this study was conducted to determine if sports entrepreneurship instructors and sports entrepreneurs agree on the content that should be taught in sports entrepreneurship courses in order to prepare students for the real-world.

Results of the study indicate that sports entrepreneurship instructors do agree on a set of content standards for sports entrepreneurship courses, specifically, the Consortium for Entrepreneurship Education National Content Standards (1). Additionally, when ranking the content skills, sports entrepreneurship instructors and sports entrepreneurs agreed on four of the five top skills students should be taught in order to be successful sports entrepreneurs.

Key Words: Sports Entrepreneurship, Entrepreneurs, Sports Education, Sports Entrepreneurship Courses

Introduction

Sport management programs continue to grow in number. Since the first sport management program was developed at Ohio University in 1966, programs continue to spread across the United States and the world. According to the North American Society for Sport Management, there are more than 200 sport management programs in the United States alone (6). This growth has prompted a need for innovation within sport management curricula and the development of courses that are high quality, content-rich, and flexible.

The sports industry is the third largest industry in the United States, accounting for more than $213 billion dollars a year in revenues (3). Kurtzman (4) outlined the importance of sports tourism as the impetus for the pursuit of business entrepreneurship, economic impact, and profitability. He categorized sports tourism jobs into categories of events, resorts, cruises, tours and attractions – along with listed subgroups in those categories. These subgroups, such as sports events planning and sports tour operators, are areas that are ripe for entrepreneurial endeavors.

An industry as large as the sports industry requires educated people to run a variety of sports related businesses. However, it should not be assumed that sports entrepreneurs are only owners of professional sports franchises. The sports industry entails a variety of sub-businesses, both large and small. For example, there are owners of health club facilities, sports arena and facility operators, league owner/operators, sporting goods store owners, sports ticket agencies, and sport physical therapists – just to name a few. Sport management students take sport entrepreneurship courses in order to learn the skills that are necessary to operate these types of sport-related businesses.

On the other hand, sport management instructors are entrusted with preparing their students for jobs in sport-oriented businesses. It is up to them to develop effective curriculum that prepares students for careers in an industry that is constantly changing and evolving. However, not all sport entrepreneurship instructors have owned their own businesses nor worked for large sports corporations. Research into what type of content and skills sport entrepreneurship instructors are teaching was sorely needed.

This study was conducted to compare what sport entrepreneurship instructors and practicing sport entrepreneurs believe are the important skills necessary to teach sport entrepreneurship students in order to be successful in running sport-oriented businesses. It is relevant to sports entrepreneurship educators as well as students of sports management programs – in regards to gauging what is currently being taught in sports entrepreneurship courses.

Methods

There were two research populations for this study. The research populations included: 1) NASPE/NASSM instructors of sport entrepreneurship courses in college level sport management programs that are accredited by the National Association for Sport and Physical Education (NASPE) and the North American Society for Sport Management (NASSM). 2) Sport entrepreneurs located throughout the United States in a variety of sports oriented businesses.

Two hundred and seventeen (217) sport management instructors were identified through their faculty web pages. However, it should be noted that this was not a complete list of sport entrepreneurship instructors, because there is no way to determine how many of these sport management instructors actually taught sport entrepreneurship courses. The instructors that were contacted, were all members of sport management programs, and taught sports management related courses at the time the data was gathered. However, all sport management programs do not have sport entrepreneurship courses, nor do all sport management professors teach sport entrepreneurship. Therefore, it was impossible to get an exact count of how many sport entrepreneurship instructors exist in NASPE/NASSM accredited sport management programs. Ultimately, 43 (N = 43) sport entrepreneurship instructors participated in the study.

The second research population consisted of 250 sport-oriented businesses. The researcher randomly selected four sport-oriented businesses in each of the fifty states in the United States of America. Small sport-oriented businesses were chosen, as opposed to utilizing owners of large sports conglomerates. This is because they represented a good mix of sport-oriented businesses and they were more indicative of the types of businesses that would have been opened by recently graduating sports management students. Ultimately 67 (N = 67) sport entrepreneurs participated in the study.

The research instruments that were used to conduct this study were two questionnaires that were developed and piloted by the researcher and reviewed by a panel of experts to achieve validity and reliability.

The questionnaires were administered via email and regular mail for both research populations. The questionnaires were made available over the Internet to maximize participation. The researcher created electronic versions of the questionnaires and administered them on the Internet using www.surveymonkey.com.

Results

The Instructor Group was comprised of 88.4% males and 11.6% females, with 60.4% of the overall population between the ages of 36 and 55. A doctorate or master’s degree was held by 72.1% of the population. 60.4% were associate or full professors. 88.4% had 5+ years of general teaching experience. 90.7% had some type of online teaching experience. 93% had some type of blended teaching experience. 81.4% taught in 4-year colleges or universities or in graduate programs. Finally, 79.1% had sports entrepreneurship courses as an elective at their respective institutions.

An analysis of the descriptive data of the Sport Entrepreneur Group was as follows. 85.1% of the Sport Entrepreneur Group were males whereas 14.9% were female. 68.6% were between the ages of 36 and 55. 82.1% had some type of college degree. Sporting goods store owners were the largest type of business represented by this group at 37%. 25.4% of the Sport Entrepreneur respondents were relatively new businesses that had been in existence less than five years. On the opposite end, 20.9% of the group had been in business for over 25 years. The largest legal structure was a sole proprietorship at 34.3%. 38.8% of the business had over $500,000 in revenues. 17.9% only had themselves as the only employee whereas 83.6% had anywhere up to 14 employees.

To address the question of whether there is a universal set of content standards in sports entrepreneurship courses, both groups were asked if they thought that CEE’s National Content Standards (1) (Appendix A) were a complete list of all of the skills and traits necessary for sports entrepreneurship students to learn in order to become successful business owners. The results were as follows:

Table 1.1 Are CEE’s National Content Standards Complete? (Instructors)

Yes or No Frequency Percent
Yes 41 95.3
No 2 4.7

Table 1.2 Are CEE’s National Content Standards Complete? (Sports Entrepreneurs)

Yes or No Frequency Percent
Yes 65 97.0
No 2 3.0

For further analysis, a Mann-Whitney U Test was conducted to see if there were any differences between the two groups with regard to the whether they believed CEE’s National Content Standards were a complete list of the skills and traits necessary for sports entrepreneurship students to learn in order to become successful business owners. This test was administered with a .05 significance level. As the results indicated, the two tailed, significance was .650 – representing that there was no significant difference between the two groups. Table 1.3 demonstrates the results of the Mann-Whiney U Test.

Table 1.3 CEE’s National Content Standards Both Groups

Is the CEE National Content Standards List Complete?
Mann-Whitney U 1416.500
Wilcoxon W 3694.500
Z -.453
Asymp. Sig. (2-tailed) .650

Grouping Variable: Instructor or Entrepreneur

Because the Consortium for Entrepreneurship Education’s 15 National Content Standards might be too ambitious to cover in just one sports management course, both groups were asked to rank the top five of the fifteen National Content Standards (1). This question is necessary because despite the course delivery mechanism (online, face-to-face), the top five content standards should be feasible to teach in any one course.

Table 1.4 Ranking of Top 5 Content Standards

Standards Group Rank #1 Rank #2 Rank #3 Rank #4 Rank #5 TOTAL %
Entrepreneurial Processes Instructors 11.6% 4.7% 2.3% 2.3% 4.7% 25.6%
Entrepreneurs 14.9% 6% 1.5% 1.5% 23.9%
Entrepreneurial Traits/Behaviors Instructors 7% 2.3% 2.3% 2.3% 14%
Entrepreneurs 3% 13.4% 4.5% 1.5% 22.4%
Business Foundations Instructors 9.3% 9.3% 11.6% 4.7% 7% 41.9%
Entrepreneurs 17.9% 7.5% 11.9% 1.5% 4.5% 43.3%
Communication/Interpersonal Skills Instructors 37.2% 14% 4.7% 7% 2.3% 65.1%
Entrepreneurs 38.8% 13.4% 14.9% 4.5% 4.5% 76.1%
Digital Skills Instructors 2.3% 2.3% 7% 4.7% 2.3% 18.6%
Entrepreneurs 1.5% 3% 7.5% 11.9%
Economics Instructors 2.3% 2.3% 4.7%
Entrepreneurs 3% 3% 1.5% 7.5%
Financial Literacy Instructors 4.7% 7% 14% 2.3% 4.7% 32.6%
Entrepreneurs 1.5% 7.5% 9% 4.5% 6% 28.4%
Professional Development Instructors 2.3% 2.3% 2.3% 4.7% 11.6%
Entrepreneurs 1.5% 4.5% 6%
Financial Management Instructors 14% 32.6% 9.3% 2.3% 58.1%
Entrepreneurs 9% 28.4% 14.9% 10.4% 3% 65.7%
Human Resource Management Instructors 7% 7% 9.3% 18.6% 41.9%
Entrepreneurs 7.5% 4.5% 10.4% 10.4% 32.8%
Information Management Instructors 2.3% 18.6% 16.3% 2.3% 39.5%
Entrepreneurs 4.5% 14.9% 1.5% 4.5% 25.4%
Marketing Management Instructors 4.7% 2.3% 9.3% 18.6% 23.3% 58.1%
Entrepreneurs 3% 7.5% 25.4% 19.4% 55.2%
Operations Management Instructors 2.3% 7% 16.3% 11.6% 37.2%
Entrepreneurs 4.5% 1.5% 23.9% 17.9% 47.8%
Risk Management Instructors 2.3% 2.3% 14% 18.6%
Entrepreneurs 1.5% 1.5% 3% 10.4% 16.4%
Strategic Management Instructors 9.3% 2.3% 2.3% 2.3% 16.3%
Entrepreneurs 1.5% 3% 3% 6% 13.4%

Table 1.4 indicates the individual content standard, along with the responses for the two research groups. Table 1.4 also indicates the percentage rankings of each content standard. The top five from both groups were: communication and interpersonal skills, financial management, marketing management, and business foundations. The two groups only differed in one of the top five areas. The instructor group listed human resources management in their top five, whereas the sports entrepreneur group listed operations management in their top five.

It is also interesting to note that the bottom three standards that both research groups felt were the least needed skills and traits were: Professional Development, Economics, and Digital Skills.

An Independent Samples T-test was conducted to compare the Instructor Group and Sport Entrepreneur Group rankings of the National Content Standards on an individual basis (Table 1.5). The Independent Samples T-test illustrated Levene’s Test of Quality Variance, a significance level, and a significance level for a two tailed test. The results indicated that there was significance in three of the fifteen National Content Standards: Digital Skills, Financial Management, and Strategic Management. This was determined by looking at the Sig. (two-tailed) column and finding the results that are below the 0.05 alpha level. SPSS provides two different statistics to choose from, depending on whether or not equal variances are assumed. One must look at the Sig. column first in order to determine if the numbers under the equal variances assumed, or equal variances not assumed row is to be used. If the Sig. level is over 0.05, then equal variances are assumed – so one would use the results in that row under the Sig. (two tailed) column.

Table 1.5 Independent T-test for Individual Rankings for Both Groups

Levene’s Test for Equality of Variances t-test for Equality of Means
F Sig. t Df Sig. (2-tailed) Mean Diff. Std. Error Diff. 95% Confidence Interval of the Difference
Lower Upper
Entrepreneurial Processes Equal variances assumed 4.112 .053 1.417 25 .169 .74 .521 -.335 1.812
Equal variances not assumed 1.315 16.063 .207 .74 .561 -.451 1.929
Entrepreneurial Traits Equal variances assumed 2.768 .113 1.783 19 .091 .80 .449 -.139 1.739
Equal variances not assumed 1.445 6.560 .195 .80 .554 -.527 2.127
Business Foundation Equal variances assumed .014 .908 1.321 45 .193 .54 .406 -.282 1.354
Equal variances not assumed 1.305 34.784 .200 .54 .411 -.298 1.371
Communication/Interpersonal Skills Equal variances assumed .138 .712 -.558 77 .579 -.16 .285 -.727 .409
Equal variances not assumed -.563 57.181 .576 -.16 .283 -.725 .407
Digital Skills Equal variances assumed .855 .371 -2.668 14 .018 -1.38 .515 -2.480 -.270
Equal variances not assumed -2.668 11.536 .021 -1.38 .515 -2.503 -.247
Economics Equal variances assumed 2.959 .146 2.023 5 .099 2.10 1.038 -.569 4.769
Equal variances not assumed 2.689 3.921 .056 2.10 .781 -.086 4.286
Financial Literacy Equal variances assumed .167 .686 -.816 31 .421 -.35 .433 -1.237 .530
Equal variances not assumed -.816 28.129 .422 -.35 .433 -1.241 .534
Professional Development Equal variances assumed .036 .854 -.482 7 .644 -.45 .933 -2.657 1.757
Equal variances not assumed -.474 6.062 .652 -.45 .950 -2.769 1.869
Financial Management Equal variances assumed 8.228 .006 -2.248 67 .028 -.55 .243 -1.030 -.061
Equal variances not assumed -2.460 63.283 .017 -.55 .222 -.989 -.102
Human Resources Management Equal variances assumed .012 .914 .588 38 .560 .22 .369 -.530 .965
Equal variances not assumed .588 36.452 .560 .22 .369 -.531 .966
Information Management Equal variances assumed .311 .581 .804 32 .427 .24 .293 -.361 .831
Equal variances not assumed .804 29.471 .428 .24 .293 -.363 .833
Marketing Management Equal variances assumed 1.631 .207 -.474 60 .638 -.13 .283 -.700 .432
Equal variances not assumed -.455 44.500 .651 -.13 .294 -.727 .459
Operations Management Equal variances assumed .002 .967 -.575 46 .568 -.16 .272 -.703 .391
Equal variances not assumed -.573 29.788 .571 -.16 .273 -.714 .401
Risk Management Equal variances assumed .080 .780 .316 17 .756 .19 .612 -1.098 1.485
Equal variances not assumed .324 16.506 .750 .19 .596 -1.066 1.453
Strategic Management Equal variances assumed .459 .509 -3.031 14 .009 -2.00 .660 -3.415 -.585
Equal variances not assumed -2.910 10.654 .015 -2.00 .687 -3.518 -.482

As demonstrated by the Independent Samples T-test, there was significance in Digital Skills, Financial Management, and Strategic Management. The significance levels for these content standards were: 0.018, 0.017 and 0.009 respectively. When consulting Table 1.4, it revealed that a larger percentage of the Instructor Group respondents thought that Digital Skills and Strategic Management were more important than the Sports Entrepreneur Group did. Conversely, a larger percentage of the Sports Entrepreneur respondents believed that Financial Management was more important than the Instructor Group believed it to be.

In order to be able to analyze the data and come to any conclusions, one needs to take a closer look at the descriptive data of each research group. It is interesting that the percentages of the gender and ages were pretty close for both respondent groups. Another important figure to note was the high percentage of respondents who indicated that sports entrepreneurship was an elective within their programs. The hardest part of this study to get a handle on was just how many sports management programs offered sports entrepreneurship courses. This high percentage indicated that sports entrepreneurship courses are being offered, but are not required.

For the Sport Entrepreneur Group, it was interesting to see that they were highly educated with college degrees. This is indicative of many entrepreneurs despite what most people may think. Entrepreneurs are often seen as uneducated, risk takers that started businesses because they did not like school, and that was just not the case for the sports entrepreneurs in this study. The Sport Entrepreneur group had a good mix of relatively new businesses and businesses with over 25 years of experience. This makes the results even more interesting because new business owners often make mistakes, and seasoned business owners may have learned from their earlier mistakes.

The 17.9% of the respondents in the Sport Entrepreneur Group that had only one employee is significant. This was an important finding for future research because many of the National Content Standards had skills and traits listed that might not necessarily have corresponded to one employee businesses. For example, if a business only has one employee then a skill like Human Resources Management might not have been beneficial for that business owner to learn. Additionally, for the sport entrepreneurs who made higher revenues, perhaps skills like Financial Management or Economics were more important to them and their business then it was to the small, low-income business.

The results of this study indicate that instructors of sports entrepreneurship courses and sports entrepreneurs agreed on the type of content that should be addressed in a sports entrepreneurship course. The Mann-Whitney U Test performed on the two research groups indicated that there was no significant difference between the groups with regard to how they responded to whether or not CEE’s National Content Standards were all of the skills and traits necessary to be learned in order for sports entrepreneurship students to become successful sports entrepreneurs. This is important for sports entrepreneurship instructors to note when planning course content.

The ranking of the content standards was necessary to show how each group felt about the importance of teaching or learning each individual content standard. Oftentimes, the amount of time it takes to administer an entire sports entrepreneurship course varied. For example, a three credit sports entrepreneurship course at a community college may have been thirty six hours long, whereas a four-year institution may have met for forty-five hours. If both research groups agreed to the top five content standards, then the rankings could have been used by instructors to guarantee that they covered the most important content standards, regardless of the amount of hours required to administer a course.

The results from the ranking of the National Content Standards indicated that each respondent group agreed on four of the five most important content standards: Communication and Interpersonal Skills, Financial Management, Marketing Management, and Business Foundations. The respondent groups did not agree on the fifth most important skill or trait. The Sports Entrepreneurs indicated that Operations Management was the fifth most important skill or trait, whereas the Instructor Group indicated that Human Resource Management was on of the top five most important skills or traits.

Despite the lack of agreement on the fifth most important content standard the results indicated that four of CEE’s National Content Standards were very important to both of these research groups. These results should also aid sports entrepreneurship instructors in planning their course content, especially when limited to teaching only one sports entrepreneurship course and not multiple courses. Although instructors should have no problem teaching more than five topics in one particular sports entrepreneurship course, these results also indicated that all of CEE’s National Content Standards do not have to be taught in order to prepare students to become sports entrepreneurs.

The Independent Samples T-test indicated that there were significant differences between the two research groups in the content areas of: Digital Skills, Financial Management, and Strategic Management. A further analysis of these results indicated that a larger percentage of the Instructor Group thought that Digital Skills and Strategic Management were worthy enough to be included in the top five most important content standards. This was consistent with their wanting to teach more of CEE’s National Content Standards than the Sports Entrepreneurs Group felt was necessary.

The differences between the two research groups in the Financial Management content standard simply indicated that a larger percentage of the Sports Entrepreneurs believed that Financial Management was more important than the Instructor Group believed it to be. It should be noted that 58.1% of the Instructor Group did have Financial Management as a top five most important content standard and that was good enough for that group to be the second most important content standard.

Applications in Sport

This study is relevant to all sports management educators that teach sports entrepreneurship courses. If you are a sports entrepreneurship instructor, then it is up to you to review this study in order to better understand what sports entrepreneurs do on a daily basis. Not every sports entrepreneurship instructor has had the opportunity to be a sports entrepreneur, so one might not be exactly sure of the content that should be taught future sports entrepreneurs. However, this study shows the relevant content sports entrepreneurship instructors should be teaching their students on a daily basis. This study focused on the practice of sports entrepreneurs and identified what skills and traits are needed in the field. All sports entrepreneurship instructors should look at this study and utilize the results for the benefit of their students.

Acknowledgments

The author would like to acknowledge all of the participants, both sports management professors and sports entrepreneurs, for taking the time out of their busy schedules to participate in this study.

References

Consortium for Entrepreneurship Education, National Content Standards for Entrepreneurship Education. Retrieved October 30, 2009, from http://www.entre-ed.org/Standards_Toolkit/standards_summary.htm

Consortium for Entrepreneurship Education, (2001). Entrepreneurship everywhere: A guide to resources and models for entrepreneurship education. Consortium for Entrepreneurship Education, Columbus, OH.

Howard, D., & Crompton, J. (2004). Financing sport, Fitness Information Technology, Morgantown, WV.

Kurtzman, J. (2005). Sports tourism categories, Journal of Sport Tourism, Vol. 10, No.1, p. 15-20.

Sport Management Program Review Council, (2000) Sport management program standards and review protocol, Reston, VA: National Association for Sport and Physical Education.

The North American Society for Sports Management website. All data retrieved on November 20, 2009 from: www.nassm.com.

Corresponding Author

Dr. Anthony Borgese: aborgese@kingsborough.edu

2013-11-25T17:42:32-06:00July 9th, 2010|Contemporary Sports Issues, Sports Coaching, Sports Management, Sports Studies and Sports Psychology|Comments Off on Educating Sports Entrepreneurs: Matching Theory to Practice

An Analysis of Hammer Throw Facility Safety Factors in NCAA Division I

Abstract

The purpose of this study was to determine the level of compliance with National Collegiate Athletic Association (NCAA) and International Amateur Athletics Federation (IAAF) track and field hammer facility recommendations at division I universities in the United States. A 35-item survey instrument was distributed to 279 applicable schools with a 28% response rate. A total of 78.1% participants in the study reported compliance with the NCAA minimum recommendations, and 38% also met the IAAF standards. An ANOVA of the coaches’ overall perception of hammer facility safety demonstrated significant differences for facility factors including the gate height, gate positioning, cage manufacturer, landing area security, and response time to maintenance issues. The NCAA may need to examine their present hammer facility guidelines and consider alignment with the new standards of the IAAF.

Key Words: Olympic, International, Track and Field, Equipment, Cage
(more…)

2016-10-20T14:42:06-05:00July 9th, 2010|Sports Coaching, Sports Exercise Science, Sports Management|Comments Off on An Analysis of Hammer Throw Facility Safety Factors in NCAA Division I

Evidence That Support Equality: Credential Characteristics of Georgia Female High School Coaches

Abstract

The purpose of this study was to increase awareness and understanding concerning gender differences in high school athletic coaches in terms of coaching characteristics. The authors conducted a more comprehensive follow-up study to their 2007 survey in which they compared female and male coaches in Georgia. All active members of the Georgia High School Association (GHSA), approximately 8000 coaches, representing each of five GHSA classifications, 5A, 4A, 3A, 2A and A, participated in the study conducted in the fall of 2008. The instrument used was a 76-item questionnaire that was developed and adapted from the previous coach’s survey. Results affirmed the authors’ previous research findings. When comparisons were made respecting gender, female coaches were comparable to males in such areas as degrees earned, the number of years of coaching experience between six and ten years, and in their level of coaching experience. Females exceeded males in some areas. More female coaches majored in Health and Physical Education; were recruited, supported and hired by the principal and athletic director; were teachers first; and were dedicated to educating young people.

Identifying desired qualities and competencies could assist athletic coaching candidates in preparing for careers and/or in improving their job performance, leading to greater coaching effectiveness. Also, from a qualification/preparation perspective women should be impartially represented in coaching positions, including head coach, a position where gender should be less of a factor in the hiring process.

Key Words: Gender, Coaching, Credentials, Characteristics, Preparation, Hiring

Introduction

Several studies have found female athletic coaches in high schools have equal or better qualifications than male coaches (3,9,14,22). In their study of high school coaches in the state of Georgia et al. (22) compared female and male coaching credentials and revealed female coaches possessed closely the same characteristics as male coaches, and in some instances exceeded the qualifications of their male counterparts. In spite of these favorable statistical comparisons, male coaches greatly outnumber females in terms of the number of coaching positions held, even with female athletic teams. According to the Women’s Sports Foundation website eighty percent of all coaches at the high school level are male (20). This was not always the case. In the early seventies around the passage of Title IX the number of female coaches of athletic teams was more prominent, but since then, the number has dwindled in many states across the United States.

Conceptual Background

The decline in women coaches could be due to several factors such as long held societal perceptions that men are more talented (5,21), more highly regarded (13), and more knowledgeable (12) than women. Several studies have reported that discriminatory attitudes in hiring decisions, lack of inclusion of women administrators in decision making, female athletes’ preferences for male coaches, homophobia, jobs that are not family-friendly and extreme workloads promoting unbalanced lifestyles have all played a central role in driving the decline (4,18,21).

Even though the number of female coaches has declined steadily since 1972 (7,4,15), the number of female high school athletes has risen dramatically and interest of girls in high school sports is ever increasing (11,19). Young girls need role models.

Hoch (10) stated that coaching qualifications are important and recently have become hot topics in high school athletics for numerous reasons, the first of which is accountability. In education generally and on the topic of athletics, specifically, parents expect and demand much more from public officials. Second, due to an ageing faculty and less coaching from physical education teachers, the number of teachers available to take on coaching assignments is diminishing, forcing schools to hire community coaches to fill their coaching vacancies. Third, most other professions have some form of certification in their fields; however, high school coaches do not. Anyone can apply as a coach, a position that influences millions of youngsters on a daily basis. Fourth, being a teacher in an academic discipline other than physical education does not qualify anyone to coach any more than an English instructor is equipped to teach math. Both coaches and teachers need specialized preparation. Fifth, just because someone has been a player does not necessarily ensure success as a coach. The skills involved with each are different and coaching depends upon one’s ability to teach and relate.

The encouraging news according to Popke (17) is that administrators at the high school level are beginning to see past gender as illustrated in several examples across the country. Even though the numbers are low and have been stagnant for years, there have been promising developments. In March 2010, Natalie Randolph was named as the head football coach at Calvin Coolidge Senior High School in Washington, D.C. According to the Washington Post, it is not clear how many women have been head coaches for boys’ high school football teams – but it is extremely rare. The Post reported that another Washington teacher, Wanda Oates, was named head football coach at a different Washington high school in 1985. However, she was removed a day later after coaches who did not want to coach against her pressured the school district (8). Prior to the hiring of Natalie Randolph at Coolidge Senior High, in the state of Georgia, Angela Solomon was the only known head football coach of a public middle school or high school team. She led Myers Middle School, located in Savannah, to the 2009 championship football game of Chatham County (1).

In Wilmington, Delaware, math teacher Katie Orga Godfrey was hired by the Salesianum School, a private Catholic all-boys institution, as its first ever female coach of a junior-varsity basketball team in fall, 2008. Her qualifications were the key to getting the job. Also, in fall 2008, Katie Mack was named as the first ever varsity soccer coach of a male team at Bellows Free Academy in Fairfax, Vermont; and Allison Meyer was hired as the varsity basketball coach at Fennimore, Wisconsin High School. The coaches have assumed roles where the best available leader, role model, coordinator and instructor with knowledge about their sport was needed. Therefore, the coaches’ qualifications were essential to their hiring irrespective of the coaches’ gender.

With their previous research on coaching characteristics and professional preparation as the foundation for the current study, the authors conducted a comprehensive statewide survey of high school coaches in Georgia (22). The survey revealed important data concerning coaches’ education, experiences, qualifications, and teaching areas. Comparisons were made respecting gender, ethnicity, and school classification, etc. (22).

The purpose of this study was to increase awareness and understanding concerning gender differences in high school athletic coaches in terms of coaching characteristics. Coach preparation can be linked to greater effectiveness in meeting the psychological and physical development of athletes (2). Also, identifying particular characteristics such as qualities and competencies of athletic coaches could offer others assistance in preparing for coaching careers or in improving their job performance.

Methods

Participants

All active members of the Georgia High School Association (GHSA), approximately 8000 coaches, served as the population for the study which was conducted in the fall of 2008.

Seven hundred ninety five (795) individuals representing each of five GHSA classifications, 5A, 4A, 3A, 2A and A, responded to the survey.

Procedures

The instrument used was a 76-item questionnaire that was developed and adapted from a previous coach’s study that examined demographic characteristics (gender, age, ethnicity, etc.), educational level, college major and degree, current position, coaching experience, certifications, sport participant experience, and previous coaching education courses taken. The questionnaire was reviewed for face validity by coaching education faculty for appropriateness for coaches as well as individuals currently practicing as coaches.

A private company, “Georgia High School Coaches Association” (GHSCA) was contracted for dissemination of the questionnaire, which was posted on the internet and hosted by SurveyMonkey.com. The GHSCA maintains a database of active high school coaches in the state of Georgia. An email was sent to all public high school coaches in the database inviting them to participate in the study. The email provided an overview of the study, informed consent documentation, and a link to the questionnaire. Two weeks later, a reminder email was sent to all public high school coaches in the database.

Respondents were not required to answer all questions and were free to skip questions or sections of the questionnaire. The respondents did not receive any compensation for completion of the questionnaire and no personal identifying information was collected. This study was approved by the University’s Institutional Review Board.

Results

Coaching Characteristics

Results from the survey are presented in Tables 1-9. The coaches’ responses revealed information concerning demographic data, educational level, coaching experience, coaching level, types of certifications, teaching areas, individuals most supportive during the hiring process, the coach’s description of filling the coaching position, and the respondent’s reason(s) for coaching.

As represented in Table 1, the seven hundred ninety-five (795) individuals responding to the survey had the following demographic characteristics related to gender, ethnicity, and age: 70.4% were males and 29.6% were females, 86.6% were Caucasian and 9.3% were African American. Female respondents were 85.5% Caucasian and 9.4% African American. With respect to males, 87.1% were Caucasian and 9.3% were African American. Females’ average age was 35.63 years and males’ average age was 39.37 years. The overall age for all coaches ranged from 19-75 years old.

Table 1
Demographic Characteristics of Georgia High School Coaches by Gender, Ethnicity and Age as a Percentage of the Sample

Gender
Male 70.4%
Female 29.6%
Ethnicity
Caucasian 86.6%
African American 9.3%
Caucasian Males 87.1%
African American Males 9.3%
Caucasian Females 85.5%
African American Females 9.4%
Age
Male Average Age 39.97
Female Average Age 35.63
Overall Average Age (range 19-75) 39.54

Note: At least one coach from ninety three different high schools responded, a total 795 coaches.

Table 2 depicts the educational level attained by the respondents. More than ninety-six percent (96.5%) of females had a Bachelor’s degree; 73.8% a Master’s and 7.4% a Doctorate. A higher percentage of the male coaches reported having earned degrees at the Bachelor’s (98.1%), Master’s (83%), and Doctorate (8.1%) levels than females. Also, a higher percentage of male coaches (56.5%) reported having taken additional coaching education courses than females (51.7%).

Table 2
Highest Degree Earned by Georgia High School Coaches by Gender, and the Percentage of Coaches that Have Taken at Least One Coaching Education Course

Degrees Earned Males Females
Bachelors 98.1% 96.5%
Masters 83.0% 73.8%
Doctorate 8.1% 7.4%
Coaching Education Courses 56.5% 51.7%

Table 3 shows the respondents’ years of coaching experience by gender. More than thirty-two percent (32.6%) of the females had coached 11 years or more, 5.8% had coached between 16-20 years, and 6.2% had coached more than twenty years. Nearly fifty-three percent (52.6%) of males had coached 11 years or more, 10.7% had coached between 16-20 years, and 25.2% had coached more than twenty years.

Table 3
The Years of Coaching Experience for Georgia High School Coaches by Gender

Number of Years Males Females
1-5 25.6% 51.9%
6-10 21.9% 25.5%
11-15 16.7% 10.6%
16-20 10.7% 5.8%
More than 20 25.2% 6.2%

Table 4 indicates the respondents’ level of coaching. The highest level of coaching experience was in high school for 87.6% of females and 78.9% of males. Community college coaching accounted for the participants’ highest level of coaching experience for 2.2% of the female coaches and 2.2% of male coaches. College coaching was the highest level for 6.7% of the females and 16.7% of the males. Less than two percent of females (1.1%) and males (1.7%) had coached at the professional level.

Table 4
Highest Coaching Level Attained by Georgia High School Coaches by Gender

Coaching Level Males Females
High School 78.9% 87.6%
Community College 2.2% 2.2%
College 16.7% 6.7%
Professional 1.7% 1.1%

Table 5 depicts the types of certifications held by the coaches. Almost seventy eight percent (77.9%) of females held teacher certifications compared to 81.2% of males. Over seventy percent (70.2%) of females had certification in CPR, 51.5% in first aid, 3.4% in athletic training (ATC), and 0.9% in strength and conditioning (CSCS). Over seventy-five percent (75.4%) of male coaches had certification in CPR, nearly sixty percent (59.3%) in first aid, 3.6% in ATC, and 2.9% in CSCS.

Table 5
The Types of Certifications Held by Georgia High School Coaches by Gender

Certifications Males Females
Teacher 81.2% 77.9%
CPR 75.4% 70.2%
First Aid 59.3% 51.5%
ATC 3.6% 3.4%
CSCS 2.9% 0.9%

Table 6 displays the coaches’ teaching areas. Health and Physical Education was the most popular major among females (15.8%) and males (9.8%), and Math was the second most popular major chosen by 5.6% of females and 8.6% of males. With respect to females, 5.9% majored in physical sciences and of the males, 5.9% majored in the same discipline. A wide range of other majors were listed by respondents. More males than females majored in social studies.

Table 6
Teaching Areas of Georgia High School Coaches by Gender

Teaching Area Males Females
Health / Physical Education 9.8% 15.8%
Math 5.6% 8.6%
Sciences 4.1% 5.9%
Social Studies 5.8% 3.9%
Special Education 4.6% 5.9%

Table 7 identifies the individual(s) that hired the coach. Females were hired by the principle 25.5% of the time; by the Athletics Director 19.6% of the time; and by the head coach alone 14.5% of the time. Males were hired 15.9% of the time by the principle, 16.4% of the time by the Athletics Director, and 11.2% of the time by the head coach alone.

Table 7
Individual Most Supportive of Hiring Georgia High School Coaches by Gender

Person Males Females
Principal 15.9% 25.5%
Athletic Director 16.4% 19.6%
Head Coach 11.2% 14.5%

Table 8 illustrates the coaches’ description of themselves in terms of fulfilling their coaching responsibilities. Females described themselves as a teacher and coach (68.2%), as a coach who can teach (4.7%), and as a teacher who can coach (27.1%). Males described themselves as a teacher and coach (78.4%), as a coach who can teach (7.8%), and as a teacher who can coach (13.8%).

Table 8
Georgia High School Coaches’ Description of Filling Coaching Position by Gender

Description Males Females
Teacher and coach 78.4% 68.2%
Teach who can coach 13.8% 27.1%
Coach who can teach 7.8% 4.7%

Table 9 indicates the respondents’ reasons for coaching. Female coaches listed being dedicated to educating young people (20.4%), inspired by a previous coach (11.1%), parent coached and inspired me (4.3%), and my child played the sport (1.3%). Over fourteen percent (14.1%) of male respondents claimed to be coaching because they were dedicated to educating young people, inspired by a previous coach (15.2%), parent coached and inspired me (1.3%) and my child played the sport (1.2%).

Table 9
Georgia High School Coaches’ Reason(s) for Coaching by Gender

Reason for Coaching Males Females
Parent coached and inspired me 1.4% 4.3%
Inspired by a previous coach 15.2% 11.1%
My child played the sport 1.2% 1.3%
Dedicated to educating young people 14.1% 20.4%
Other 4.5% 10.2%

Discussions

In terms of the coaches’ credentials, comparisons were made between the current study and the authors’ 2007 survey findings (22). Based on the responses to this survey, the typical female high school coach in Georgia is a 36 year-old Caucasian who holds a Master’s degree, a major in Health and Physical Education, and has coached five years or less. These characteristics are identical to and affirm the authors’ 2007 research findings concerning female high school coaches in Georgia (22). Based on the responses to the survey, the typical male high school coach in Georgia is a 39 year-old Caucasian who holds a master’s degree, training in CPR and First Aid, and describes himself as a teacher and coach. These characteristics are also very similar to the authors’ previous research findings concerning male high school coaches in Georgia (22). Further, consistent with previous research outcomes, when comparisons were made respecting gender, female coaches possessed approximately the same characteristics as male coaches and in certain areas were better qualified than males.

Both studies found that more female coaches majored in Health and Physical Education; were recruited, supported and hired by the principal and athletic director; were teachers first; and were dedicated to educating young people. In addition, this study showed that a larger percentage of the high school coaches in the state of Georgia were females – nearly one third as opposed to the previously reported figure (22) and national average (20) of approximately twenty percent. Also, a higher percentage of female coaches held certifications in teaching, first aid and CPR than reported in the previous study. Female coaches were comparable to males in such areas as degrees earned, the number of years of coaching experience in the 6-10 year time frame, and in their level of coaching experience.

As a result of this survey, additional research is needed in several areas. For instance, additional research could increase understanding concerning why Georgia female high school coaches have better credentials than male coaches in certain areas and why male coaches have better credentials than female coaches in certain areas. Further research should be conducted concerning the coaches performance assessment, which would likely have a positive impact on coaching performance and ultimately on young athletes. High school principals and athletic directors should also be surveyed to get their perspective on coaching qualifications and hiring practices related to gender.

Conclusions

From a qualification/preparation perspective women should be impartially represented in coaching positions, including head coach, a position where gender should be less of a factor in the hiring process. As stated by Pedersen and Whisenant (16), equity in hiring is simply a matter of fairness, young females (and males) need to see women in key decision-making positions where their abilities and contributions are valued, they can be visible as role models, and influence (through hiring and networking) the next generation of coaches, and utilize their acknowledged perspectives, skills, and abilities. As disclosed by this study’s findings, high school principals and athletic directors are appropriately taking leadership roles in the recruitment, hiring, and support of qualified women coaches. According to Fazioli (6), this involves more than just passively posting the job announcement and waiting for qualified applicants to appear at the door. Also, head sport coaches, those with jobs to offer, and others in leadership positions should be supportive by helping stem the outcries from opposing individuals who see female coaches as threats rather than persons simply seeking equal opportunities. In addition, the general public’s understanding, trust, and embrace of female coaches is a must. Given that female coaches are better qualified or as qualified as male coaches in many of the important coaching attributes, there is a strong likelihood that they would be as successful as males in terms of their coaching performance.

Applications in Sport

Coaching is less about gender and more about whether or not the person can actually coach. Participation and educational background, training, skills, and knowledge and experience provide vital information about an individual’s qualifications. School administrators want the best candidate possible, and therefore, should seek the candidate with the best credentials for the job, male or female. Based on the findings of this study, it is possible to find qualified women coaches even for boys’ teams. Fazioli (6) states increasing the number of women coaching boys’ teams may be even more of a priority than boosting the number of female coaches in women’s sports because it is the former jobs that are higher in status and salary. The more visible and successful female role models there are in high school coaching, the more attractive coaching jobs look to young aspiring female coaches, and the more will apply for coaching vacancies.

It is hoped that the results of this study would assist decision-makers in the school systems, the Georgia High School Association, and colleges that offer a coaching education curriculum by providing useful information for coaching preparation in Georgia. This study provides some initial incentives for gathering additional information that would be useful in assessing coaching characteristics and the implications. Future researchers are encouraged to use the findings to compare coaching data from Georgia with other U.S. states and/or other countries.

References

Atkins, M. (2009, December 4). Female head coach leads Myers Middle School to championship football game. Savannah Morning News Online. Retrieved from http://savannahnow.com/news/2009-12-04/female-head-coach-leads-myers-middle-school-championship-football-game.

Brylinsky, J., (2002). National standards for athletic coaches. Retrieved from ERIC database (ED477725): http://www.ericdigests.org/2004-1/coaches.htm

Burden, W. & Zwald, D. (2003). A survey of Georgia high school coaches. The GAHPERD Journal 36(3), 19-21.

Drago R., Hennighausen, L., Rogers, J., Vescio, T. & Stauffer, K.D. (2005). Final Report for CAGE: The Coaching and Gender Equity Project. Retrieved from http://www.wihe.com/printBlog.jsp?id=383.

Falduto, k. (2006). Can the concept of “good coaching” be quantified for the purposes of title ix sex discrimination claims? Journal of Sports Law & Contemporary Problems 3(2), 220-249.

Fazioli, J. K. (2004). The advancement of female coaches in intercollegiate athletics. Background paper for the Coaching and Gender Equity Project, Department of Labor Studies and Industrial Relations, The Pennsylvania State University. Retrieved from http://webcache.googleusercontent.com/search?q=cache:NjnC1pFzvhsJ:lser.la.psu.edu/workfam/CAGEbackground.doc+The+Advancement+of+Female+Coaches+in+Intercollegiate+Athletics&cd=1&hl=en&ct=clnk&gl=us

Frankl, D. & Babbitt, D. G. (1998). Gender bias: a study of high school track and field athletes’ perceptions of hypothetical male and female head coaches. Journal of Sport Behavior, 21(4), 396-407.

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Hoch, D. (2004). Coaching education and certification. Coach & Athletic Director 74(2), 14.

Howard, B. & Gillis, J. (2009). High school sports participation increases for 20th consecutive year. Retrieved from National federation of State High Schools Association website: http://www.nfhs.org/content.aspx?id=3505&terms=High+school+sports+participation+up

Keilman, J. (2009, May 10). Female volleyball high school coaches: a spike in man’s world. Chicago Tribune. Retrieved from http://archives.chicagotribune.com/2009/may/10/local/chi-volleyball-coaches-10-may10

LeDrew, J., Zimmerman, C. (1994). Moving towards an acceptance of females in coaching. Physical Educator, 51(1), 6-14.

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Pedersen, P. & Whisenant, W. (2005). Successful when given the opportunity: Investigating gender representation and success rates of interscholastic athletic directors. Physical Educator, 62(4), 178-9.

Popke, M. (2008, December). Just call her ‘coach. As more women take the reins of boys’ teams, high schools may be entering a post-gender era. Athletic Business. Retrieved from http://www.athleticbusiness.com/articles/article.aspx?articleid=1928&zoneid=3

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Zwald, D. Burden, W., & Czech, D. (2007): Are female coaches in Georgia high schools more qualified than male coaches? The GAHPERD Journal 40(3) 16.

Author Profiles

Dr. Willie Burden

Dr. Burden is an Associate Professor in the Department of Hospitality, Tourism, Family & Consumer Sciences at Georgia Southern University and also is Advisor to the Sport Management Major’s Club. His previous professional appointment was at North Carolina A & T State University in Greensboro, where he served as the Director of Intercollegiate Athletics and Instructor in the Department of Health and Physical Education.

Dr. Trey Burdette

Dr. Trey Burdette is an Assistant Professor of Coaching Education in the Department of Health and Kinesiology at Georgia Southern University. His primary teaching responsibilities are in Coaching Education – undergraduate and graduate. His research interests are in human performance and sport leadership.

Dr. Drew Zwald

Dr. Drew Zwald is the Director of the Coaching Education Program and a Professor in the Department of Health & Kinesiology at Georgia Southern University. He also is the Past President of the National Council for Accreditation of Coaching Education. His previous academic appointment was at the University of North Carolina at Chapel Hill, where he was the Director of the Physical Education Activity Program in the Department of Physical Education, Exercise and Sport Science.

Dr. Dan Czech

Dr. Dan Czech is a Professor in the Department of Health & Kinesiology at Georgia Southern University. His primary teaching responsibilities include teaching the sport and exercise psychology courses within the department. He also serves as a mental consultant for numerous professional football and baseball players in the National Football League and Major League Baseball respectively.

Dr. Tom Buckley

Dr. Tom Buckley is an Assistant Professor and Director of the Graduate Athletic Training Program in Athletic Training within the Department of Health and Kinesiology at Georgia Southern University. His work on the elucidation of the central and peripheral mechanisms which influence dynamic postural stability during transitional movements in individuals with central nervous system disorders has been funded by the Army Research Office and the National Athletic Trainers’ Association.

Corresponding Author

Willie James Burden, Ed.D: burdenw@georgiasouthern.edu

2017-08-03T10:29:36-05:00July 9th, 2010|Contemporary Sports Issues, Sports Coaching, Sports Management|Comments Off on Evidence That Support Equality: Credential Characteristics of Georgia Female High School Coaches
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