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
2013-11-25T17:45:31-06:00July 6th, 2010|Sports Coaching, Sports Facilities, Sports Management|Comments Off on Educating Sports Entrepreneurs: Matching Theory to Practice

An Analysis of Leadership Qualities That Influence Male and Female Athletes in Middle School Interscholastic Team Sports

Abstract

The purpose of this study was to determine what behavior styles of leadership male and female athletes in middle school interscholastic team sports prefer their coaches use. The study compares those behavior styles of leadership used by coaches on male and female athletes at three different middle schools. The study compares males and females to determine if the preferred behavior styles of leadership are similar.

Results of this study detected a statistically significant difference in the leadership behavior styles by male and female coaches among the middle schools between the following dimensions: (1) democratic behavior and training and instruction, (2) autocratic behavior and training and instruction, (3) social support and training and instruction, (4) positive feedback and democratic behavior, (5) positive feedback and autocratic behavior, (6) positive feedback and social support. The study did detect a statistically significant difference in the behavior styles of leadership used at the different middle schools in the dimensions of autocratic behavior, training and instruction, and positive feedback. This study did not reveal a statistically significant difference between the middle schools in the dimensions of democratic behavior and social support. Finally, the study detected the only statistically significant difference between male and female coaches in middle school interscholastic team sports in the five dimensions of leadership behavior was in training and instruction.

Results of this study indicate that male and female coaches use different leadership behavior styles to deal with male and female athletes in middle school interscholastic team sports. The study reveals that female coaches place more emphasis on the training and instruction behavior style of leadership than male coaches.

This study does not examine which behavior style of leadership is superior for the overall success of an interscholastic middle school athletic program. What follows is the basis for this study, procedures used to conduct the research, an analysis of the data, conclusions, and finally, recommendations for further research on this topic.

Research Questions

This research study entitled An Analysis of Leadership Qualities That Influence Male and Female Athletes in Middle School Interscholastic Team Sports was conducted to answer the following research questions:

  1. Was there a difference in the median scores of the five Leadership Scale of Sports dimensions among eighth grade females in middle school interscholastic team sports?
  2. Was there a difference in the median scores of the five Leadership Scale of Sports dimensions among eighth grade males in middle school interscholastic team sports?
  3. Was there a difference between eighth grade males and eighth grade females who participate in middle school interscholastic team sports in the median scores of the five Leadership Scale of Sports dimensions?
  4. Was there a difference among the three middle schools in the median scores of the five Leadership Scale of Sports dimensions?

Subjects

Subjects for this study were male and female athletes who participated in interscholastic
team sports at their middle schools during their seventh and eighth grade years. The schools selected for this study were three different middle schools from Central Texas which include Bastrop, Cedar Creek, and Elgin middle schools.

Methods

Data for this study was collected using the Leadership Scale of Sports (LSS) questionnaire with the permission of Dr. Packianthan Chelladurai Ph.D at Ohio State University. Athletic coordinators at each school were given verbal directions in person prior to the questionnaires being mailed. The data was analyzed quantitatively using the 15.0 version of Statistical Package for Social Sciences. Several statistical tests were used to analyze the data. The Freidman test is a test used for two-way repeated measures analysis of variance by ranks. This test was used to determine the statistically significant difference based on gender among the three middle schools in at least one of the five dimensions of leadership behavior. The Wilcoxon signed-rank test is a non-parametric statistical hypothesis test used for two related samples or repeated measures on a single sample. In order to determine the location of the difference, a series of Wilcoxon signed-ranks tests using the Bonferroni adjustment to the p-value were administered. Because there are ten comparisons to be measured, 0.05 was divided 10, rendering a new p-value of 0.005 The Kruskal-Wallis test is the non-analog test, an ANOVA; this test was used to compare three or more medians among schools based on gender. In order to determine if there were differences between males and females concerning the median scores on the (LSS), the Mann-Whitney U statistical test was used.

Results

The first research question in this study asked whether there was a difference in the
median scores of the five leadership scale of sports dimensions among eighth grade females in middle school interscholastic team sports. This question can be answered by the results of the Friedman test in Table 1.13, which clearly shows a statistically significant difference among females athletes in at least one of the five leadership scale of sports dimensions of leadership behavior from Bastrop, Cedar Creek, and Elgin middle schools. Based on this data, a series of pair wise comparisons was made to determine where the differences lie by using Wilcoxon signed Rank Test and a Bonferroni adjustment to the p-value. Because ten comparisons were made, 0.05 was divided by by10, to get a new p-value of.005.
The results of the Wilcoxon signed-rank Test in Table 4.13 show a statistically
significant difference at the 0.005 alpha level among the females athletes between
between the following dimensions: (1) democratic behavior and training and instruction, (2) between autocratic behavior and training and instruction, (3) between social support and training and instruction, (4) between positive feedback and democratic behavior, (5) between positive feedback and autocratic behavior, and (6) between positive feedback and social support.
The data in Table 3.13 reveals the first statistically significant difference between the dimensions of democratic behavior and training and instruction among female coaches at the respective middle schools. Female coaches at Bastrop Middle School had a mean score of 3.13 for democratic behavior, and a mean score of 2.1 for training and instruction. Female coaches at Cedar Creek Middle School had a mean score of 2.60 for democratic behavior and a mean score of 2.3 for training and instruction. Female coaches at Elgin Middle School had a mean score of 3.07 for democratic behavior and a mean score of 2.3 for training and instruction. This data clearly shows that female coaches at Bastrop Middle School and Elgin Middle School have a higher regard for the democratic behavior style of leadership compared to the training and instruction style of leadership. Female coaches at Bastrop Middle School ranked the highest in utilizing the democratic behavior style of leadership over training and instruction.

The second statistically significant difference occurred between the dimensions of autocratic behavior and training and instruction. The data in Table 3.13 reveals that female coaches at Bastrop Middle School show a mean score of 2.7 for autocratic behavior and a mean score of 2.1 for training and instruction. Female coaches at Cedar Creek Middle School had a mean score of 2.65 for autocratic behavior and a mean score of 2.3 for training and instruction. Female coaches at Elgin Middle School show a mean score of 3.15 for autocratic behavior and a mean score 2.3 for training and instruction. This data reveals that female coaches at all three middle schools placed a greater emphasis on the autocratic behavior style of leadership compared to training and instruction. Female coaches at Elgin Middle School ranked highest in utilizing the autocratic behavior style of leadership over training and instruction.

The third statistically significant difference occurred between the dimensions of
social support and training and instruction. Table 3.13 reveals that female coaches at Bastrop Middle School had a mean score of 2.88 for social support and a mean score of 2.1 for training and instruction. Female coaches at Cedar Creek Middle School had a mean score of 2.67 for social support and a mean score of 2.3 for training and instruction. Female coaches at Elgin Middle School had a mean score 3.29 for social support and a mean score of 2.3 for training and instruction. This data reveals that female coaches at all three schools have a higher regard for the social support behavior style of leadership compared to training and instruction. Female coaches at Elgin Middle School ranked the highest in utilizing the social support behavior style of leadership compared to training and instruction.

The fourth statistically significant difference occurred between the dimensions of positive feedback and democratic behavior. Table 3.13 reveals that female coaches at Bastrop Middle School have a mean score of 2.06 for positive feedback and a mean score of 3.13 for the democratic behavior style of leadership. Female coaches at Cedar Creek Middle School had a mean score of 2.24 for positive feedback and a mean score of 2.60 for the democratic behavior style of leadership. Female coaches at Elgin Middle School had a mean score of 2.29 for positive feedback and mean score of 3.07 for democratic behavior. The result of this data indicate that female coaches at Bastrop and Elgin middle schools have a higher regard for the democratic behavior style of leadership than positive feedback. Female coaches at Bastrop Middle School showed the highest regard for the democratic behavior style of leadership over positive feedback.

The fifth statistically significant difference occurred between the dimensions of
positive feedback and autocratic behavior. Table 3.13 reveals that female coaches at Bastrop Middle School had a mean score of 2.06 for positive feedback and a mean score of 2.77 for the autocratic behavior style of leadership. Female coaches at Cedar Creek Middle School had a mean score of 2.24 for positive feedback and a mean score of 2.65 for the autocratic behavior style of leadership. Female coaches at Elgin Middle School had a mean score of 2.29 for positive feedback and a mean score of 3.15 for the autocratic behavior style of leadership. This data reveals that female coaches place more emphasis on the autocratic behavior style of leadership compared to positive feedback. Female coaches at Elgin Middle School had the highest regard for using positive feedback over the autocratic behavior style of leadership.

The sixth statistically significant difference occurred between the dimensions of positive feedback and social support. Table 3.13 reveals that female coaches at Bastrop Middle School had a mean score of 2.06 for positive feedback and a mean score of 2.8 for the social support behavior style of leadership. Female coaches at Cedar Creek Middle School had a mean score of 2.24 for positive feedback and a mean score of 2.67 for the social support behavior styles of leadership. Female coaches at Elgin Middle School had a mean score of 2.29 for positive feedback and a mean score of 3.29 for the social support behavior style of leadership. This data reveals that female coaches at the three middle schools have a higher regard for the social support behavior style of leadership compared to positive feedback. Female coaches at Elgin Middle School had the highest score in the social support behavior style of leadership compared to positive feedback.

The second research question of this study asked whether there was a difference in the median scores of the five LSS dimensions among eighth grade males in middle school interscholastic team sports. The results of the Freidman test in Table 5.13 show that among male athletes in the study, there was a statistically significant difference in at least one of the five leadership scale of sports dimensions of leadership behavior. In order to determine the location of the difference, a series of Wilcoxon signed-rank test using the Bonferroni adjustment to the p-value were conducted. Once again, since there were ten comparisons to be measured, 0.05 was divided by 10, rendering a new p-value of 0.005.

The data from the Wilcoxon signed-rank test in Table 8.13 detected a statistically significant difference in leadership styles among male coaches at Bastrop, Cedar Creek, and Elgin middle schools between the following dimensions: (1) between democratic behavior and training and instruction, (2) between the autocratic behavior and training and instruction, (3) between social support and training and instruction, (4) between positive feedback and democratic behavior, (5) between positive feedback and autocratic behavior, and (6) between positive feedback and social support.

The first statistically significant difference between male coaches at the middle schools occurred between the dimensions of democratic behavior and training and instruction. The data in Table 7.13 shows that male coaches at Cedar Creek Middle School had a high mean score of 3.43 for the democratic behavior style of leadership and a mean score of 2.2 for training and instruction. Male coaches at Bastrop Middle School had a mean score of 2.72 for the democratic behavior style of leadership and a mean score of 2.0 for training and instruction. Male coaches at Elgin Middle School had a mean score of 2.95 for democratic behavior and a mean score of 1.6 for training and instruction. The data reveals that the male coaches at three middle schools have a higher regard for the democratic behavior style of leadership than training and instruction. Male coaches at Cedar Creek Middle School showed the highest regard for the democratic behavior style of leadership compared to training and instruction.

The second statistically significant difference occurred between the dimensions of
autocratic behavior and training and instruction. The data in Table 7.13 reveals that male
coaches at Cedar Creek Middle School had a mean score of 3.01 for the dimension of autocratic behavior and a mean score of 2.2 for training and instruction. Male coaches at Elgin Middle School had a mean score of 3.07 for autocratic behavior and a mean score of 1.6 for training and instruction. Male coaches at Bastrop Middle School had a mean score of 2.69 for autocratic behavior and a mean score of 2.0 for training and instruction. The data reveals that male coaches at all three middle schools have a higher regard for the autocratic behavior style of leadership compared to training and instruction. Male coaches at Elgin Middle School ranked highest in utilizing the autocratic behavior style of leadership over training and instruction.

The third statistically significant difference occurred between the dimensions of social support and training and instruction. The data in Table 7.13 reveals that male coaches at Cedar Creek Middle School had the highest regard for the social support leadership style, with a mean score of 3.2, whereas they had a mean score of 2.2 for training and instruction. Male coaches at both Bastrop and Elgin middle schools scored high in the dimension of social support, with means scores of 2.66 and 2.65, respectively. Male coaches at Bastrop Middle School had a mean score of 2.2 for training and instruction and male coaches at Elgin Middle School had a mean score of 1.6. The data reveals that male coaches at the middle schools have a higher regard for the social support behavior style of leadership compared to training and instruction. The data also shows that male coaches at Cedar Creek Middle School have a high regard for the use of the social support behavior style of leadership compared to training and instruction.

The fourth statistically significant difference occurred between the dimensions of positive feedback and democratic behavior. The data in Table 7.13 shows that male coaches at Cedar Creek Middle School had a mean score of 2.26 for positive feedback and a mean score of 3.43 for the democratic behavior style of leadership. Male coaches at Bastrop Middle School had a mean score of 2.0 for positive feedback and a mean score of 2.72 for the democratic behavior style of leadership. Male coaches at Elgin Middle School had a mean score of 1.70 for positive feedback and a mean score of 2.95 for the democratic behavior style of leadership. Male coaches at all three middle schools showed a higher regard for the democratic behavior style of leadership compared to positive feedback.

The fifth statistically significant difference occurred between the dimensions of positive feedback and autocratic behavior. Table 7.13 shows that male coaches at Cedar Creek Middle School had a mean score of 2.26 for positive feedback and a mean score of 3.01 for autocratic behavior style of leadership. Male coaches at Bastrop Middle School had a mean score of 2.01 for positive feedback and a mean score of 2.69 for the autocratic behavior style of leadership. Male coaches at Elgin Middle School had a mean score of 1.70 for positive feedback and a mean score of 3.15 for the autocratic behavior style of leadership. The data reveals that male coaches at the three middle schools have a higher regard for the autocratic behavior style of leadership compared to positive feedback. Male coaches at Elgin Middle School ranked the highest in utilizing the autocratic behavior style of leadership over the positive feedback behavior style of leadership.

The sixth statistically significant difference occurred between the dimensions of positive feedback and social support. The data in Table 7.13 reveals that male coaches at Cedar Creek Middle School had a mean score of 2.26 for positive feedback and a mean score of 3.21 for the social support behavior style of leadership. Male coaches at Bastrop Middle School had a mean score of 2.01 for positive feedback and mean score of 2.66 for social support. Male coaches at Elgin Middle School had a mean score of 1.7 for positive feedback and a mean score of 2.65 for the social support behavior style of leadership. The data indicates that male coaches at the three middle schools place a higher regard on using the social support behavior style of leadership over positive feedback.

The third research question in this study asked whether there was a statistically significant difference between eighth grade males and females in middle school interscholastic sports in the median score of the five leadership scale of sports dimensions. This question was answered using the Mann-Whitney U test to compare the median scores between male and female student athletes and the unpaired t-test. The data in Table 9.13 reveals the only statistically significant difference in means between male and female students was for the training and instruction behavior style of leadership. The difference was not statistically significant for any of the other four dimensions of leadership behavior styles preferred by males and females at any of the three middle schools. The data in Table 10.13 shows a mean score of 1.99 for males, and a mean score of 2.22 for females at Bastrop, Cedar Creek, and Elgin middle schools for the dimension of training and instruction. The data also shows female coaches have a higher regard for the training and instruction behavior style of leadership than male coaches.

The fourth research question asked whether there was a difference among the three
middle schools in the median scores of the five leadership scale of sports dimensions. The data in Table 11.13 reveals the first statistically significant difference occurred within the dimension of autocratic behavior between Bastrop Middle School and Elgin Middle School. The data in Table 12.13 displays the second statistically significant difference within the dimension of training and instruction between Cedar Creek Middle School and Elgin Middle School. The data in table 13.13 detects the third statistically significant difference within the dimension of positive feedback between Cedar Creek Middle School and Elgin Middle School. This difference was determined by the Bonferroni adjustment, which gave a new p-value of 0.017. The data did not reveal a statistical difference for the dimensions of social support and the democratic behavior styles of leadership among the three middle schools.

Discussion and Implications

In answering the first research question, the researcher will discuss the statistically significant differences among female coaches between the following dimensions: (1) democratic behavior and training and instruction, (2) autocratic behavior and training and instruction, (3) social support and training and instruction. Female coaches at all three middle schools did not place much emphasis on the training and instruction behavior style of leadership. Instead more emphasis was placed on the democratic and autocratic behavior styles of leadership. These behavior styles of leadership do not enhance athletic performance or improve athletic ability. The data in Table 2.13 reveals a high mean score of 2.88 for the dimension of democratic behavior among female coaches at the middle schools in this study. The data also shows a high mean score of 2.79 for the dimension of the autocratic behavior style of leadership among the female coaches at the three middle schools in this study. The social support behavior style of leadership had a mean score of 2.87. The data indicates female coaches at the three middle schools use the social support behavior style of leadership in their daily interaction with athletes. The data reveals the training and instruction behavior style of leadership has the lowest mean scores among the female coaches at the three middle schools with a mean of 2.23.

In the dimensions of (4) positive feedback and democratic behavior, (5) positive feedback and autocratic behavior, and (6) positive behavior and social support, female coaches at the three middle schools did not place much emphasis on the positive feedback behavior style of leadership. Instead, they placed more emphasis on the democratic and autocratic behavior styles of leadership. This means the coaches place more emphasis on controlling an athlete, giving them the opportunity to express their opinions, and helping an athlete through problems, than encouraging and reinforcing good behavior in athletes.

In order to discuss the second research question, the researcher will discuss the statistically significant differences among male coaches: (1) democratic behavior and training and instruction, (2) autocratic behavior and training and instruction, (3) social support and training and instruction. According to the data in Table 6.13 male coaches at the three middle schools did not place much emphasis in the training and instruction behavior style of leadership compared to the democratic, autocratic and social support behavior styles of leadership. Male coaches had a mean score of 2.98 for democratic; 2.87 for autocratic and a 1.98 for training and instruction. In the dimensions of (4) positive feedback and democratic behavior, (5) positive feedback and autocratic behavior, (6) positive feedback and social support, male coaches did not place much emphasis in the positive feedback behavior style of leadership compared to democratic behavior, autocratic behavior and social support. As with female coaches, male coaches placed more emphasis on the democratic and autocratic behavior styles of leadership. According to the date more emphasis was placed on controlling an athlete, giving them the opportunity to express their opinions, and helping an athlete through problems, than encouraging and reinforcing good behavior in athletes.

In looking at the third research question, the data in Table 10.13 reveals a statistically significant difference for the dimension of training and instruction between male and female coaches at the three middle schools for this study. Male coaches had a mean score of 1.99, and female coaches had a mean score of 2.22. According to the data, female coaches scored higher than male coaches in utilizing the training and instruction behavior style of leadership in their daily interaction with athletes. Furthermore, female coaches at Cedar Creek and Elgin Middle Schools had a mean score of 2.3. The data shows for training and instruction, male coaches at Cedar Creek Middle School had a mean score of 2.2. This data also reveals that between male and female coaches at Bastrop Middle School, Cedar Creek Middle School, and Elgin Middle School, female and male coaches at Cedar Creek Middle School and female coaches at Elgin Middle School have a high regard for the dimensions of training and instruction behavior style of leadership.

In discussing the fourth research question, the data reveals a statistically significant difference among male and female coaches at the three respective middle schools for this study. The results of the Kruskal-Wallis test show that for autocratic behavior, there was a statistically significant difference between Bastrop and Elgin middle schools. The data reveals that both male and female coaches at Elgin Middle School have a higher regard for the autocratic behavior style of leadership in their daily interaction with their athletes.

The second statistically significant difference among male and female coaches at the middle schools was for the dimension of training and instruction between Cedar Creek and Elgin middle schools. This data reveals the training and instruction behavior style of leadership is the style preferred by male and female coaches at Cedar Creek Middle School. The third statistically significant difference was for the dimension of positive feedback among male and female coaches at Cedar Creek, and Elgin Middle Schools. The data indicates that male and female coaches at Cedar Creek Middle School have a high regard for the positive feedback behavior style of leadership when interacting with their athletes.

Recommendations

The author of this study makes the following recommendations for further research. First, further research is needed on the leadership behavior styles used by coaches in athletics today and the effect these behavior styles have on athletes. Future research should focus on how the various leadership styles contribute to a successful and winning athletic team. The second recommendation is for future researchers to focus the study on male and female athletes who participate in middle school interscholastic athletics and then conduct another study high school interscholastic athletics in the same school district during their senior year to determine if there was a change in their preferred behavior style of leadership. In addition, if there is a change, research should examine the factors behind the change from middle school to high school intercollegiate athletic programs. The third recommendation is to have other researchers conduct the same study at middle school intercollegiate athletic programs in other school districts, and then compare the school districts results to determine if there is difference between school districts. The last recommendation concerns the methodology used in this study. Future studies should allow for participation from all subjects, regardless of whether or not they participated in athletics during their seventh grade year or more then one sport during their eight grade year.

Finally, it is important to note that a factor that contributed to the researcher’s success in this study was having a strong relationship with the head coaches at the middle schools used in the study. This made it very easy to collect the data. The coaches had an interest in this study and were eager to find out the results.

It is the goal of this study that coaches consider the data in this study and use it to improve on the leadership behavior styles they use in their daily interaction with athletes. Researchers should pursue additional studies on this topic and coaches should look into this and similar studies to improve their interaction with athletes in interscholastic middle school athletic programs.

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2013-11-25T19:24:46-06:00April 8th, 2010|Contemporary Sports Issues, Sports Coaching, Sports Management, Sports Studies and Sports Psychology|Comments Off on An Analysis of Leadership Qualities That Influence Male and Female Athletes in Middle School Interscholastic Team Sports

Making College Football’s Postseason Fair, Legal and Ethical While Preserving its Unique Traditions

Abstract

Controversy continues to surround college football bowl games, especially when official championship events became the norm in professionals sports, college sports, end even college football in the lower division levels. The public demand for a “national championship game” led to the formation what is now called the Bowl Championship Series (BCS). The issue is now more than just of fan popularity, but also legality. There are public officials that believe the fact that undefeated teams from smaller universities continue to be excluded from the BCS title game, makes it a violation of the letter, if not the spirit, of the Sherman Anti-Trust Act and that make advertising the BCS Championship Game as a “National Championship” is actually false advertising. The author, who has an educational background that specializes in college football bowl games, attempts to create a solution that preserves college football’s unique bowl tradition and resolves the legal and ethical issues surrounding the BCS.

The Every Bowl Counts (EBC 1-2-3) Plan

The National Collegiate Athletic Association (NCAA) recognizes an official national champion and national championship event in every sport at every level except football in the Football Bowl Subdivision (FBS) of Division One, which is the association’s marquis product, made up of 120 Division One athletic programs.

Bowl games are a college tradition dating back to 1902, ending college football’s regular season long before the National Football League (NFL) existed. In fact, the NFL played its first 12 seasons before having a championship game.

However, in today’s sport culture, fans expect to recognize a champion. An official national champion is recognized in all other levels of college football and every other NCAA sport.

But what has transpired in major college football is a tradition the brings exposure to various communities around the country, allows 34 teams to finish the season with a victory and allows coaches to take 3-4 extra weeks of practice to develop their younger players.

The fact that there is a national champion, albeit unofficial, is touted by those who defend the status quo. “Every week is a playoff,” University of Georgia Head Football Coach Mark Richt once said. Defenders of the status quo say that college football’s regular season is the most exciting in all of sports.

The popular demand for a national championship game was used as justification for the creation of the Bowl Championship Series (BCS), which would allow the teams ranked No. 1 and No. 2 to play each other in a bowl game at the end of the season. The rankings system was based on a combination of the Associated Press (AP) media poll, the USA Today Coaches Poll and several computer-based ranking systems. Eventually, AP backed out of the process and the Harris Interactive poll was used in its place.

The ranking system and other aspects of the bowl culture have proven, over time, that conferences with larger, wealthier athletic programs and teams with a long tradition of successful football have an advantage in this system. Teams that have finished the season undefeated that are from smaller conferences do not have the option of changing conferences unless allowed by the conferences’ current members. Such a system has brought about questions from public officials as to whether this situation is a violation of the spirit, if not the letter, of the Sherman Anti-Trust Act. Often used in cases involving football, the Sherman Anti-Trust act prohibits illegal monopolies that are used to suppress competition.

Bowl committees in the BCS (Rose, Allstate Sugar, FedEx Orange and Tostitos Fiesta) continue to host the “major” bowl games and make a lion’s share of the bowl money, but they collectively award automatic bowl bids to teams that are in the BCS conferences, which could also be interpreted as an illegal trust.

Three teams finished the regular season undefeated in 2009 without getting to play in the BCS “National Championship” game. Two of those teams were not in the aforementioned “major” conferences. Two other teams from outside the “major” conferences finished the regular season undefeated without playing in the BCS Championship game. The participants in the first 12 BCS championship games were all from the “major” conferences: The Big 12, Big East, Big 10, Atlantic Coast, Pacific 10 and Southeastern.

Also, denying undefeated teams a chance to play in the BCS Championship game has led to some critics saying that to promote the event as a “National Championship Game” is actually false advertising.

Public officials as well as fans have been critical of college football in its current state. But the author believes that to preserve the bowl tradition, the significant regular season and the integrity of the national championship process would require some thinking “outside the box.” College football is a unique sport genre and requires a unique approach to change. The process that the author is suggesting is partially inspired by the Major League Baseball All-Star Game as well as the Davis Cup professional team tennis tournament.

Some have suggested that the bowl games be used as venues for playoff games, but that would significantly decrease attendance as fans would be expected to travel on a week’s notice. The NFL does not even have a neutral-site postseason game until the final game, the Super Bowl. Small college football playoffs are structured the same way. Postseason events in other college sports have more than two university teams participating at each site.

Having a playoff outside the bowls would further decrease the interest in bowl games for the neutral fans. But the author believes there is a way to keep the fan interest in bowl games without making all of them into playoff venues.

Hence, the title of the proposal is called “Every Bowl Counts,” also called the “EBC 1-2-3” program.

I. Playoffs

  1. Schedule
    Upon conclusion of the college football bowl season, there will be a four-team playoff tournament sponsored by the National Collegiate Athletic Association (NCAA) for the Division One Football Bowl Subdivision (FBS). The semifinals of the tournament will be held 7-11 days after the conclusion of the Bowl Championship Series (BCS) bowl games. The game now known as the BCS Championship Game will be discontinued.
  2. Participants
    The participants will be the winners of the four BCS bowl games, which will now be known as Playoff Bowl Games.
  3. Location
    The semifinal games will be played at the home stadiums of the higher-ranked teams in the field. The finals will take place at a neutral site.

II. Qualification

  1. For Playoff Bowl Games
    1. Ranking system — A ranking system will be developed to determine the “At-large” invitees to the Playoff Bowl Games and for seeding of the teams participating in such games. This system will be derived from a formula developed using regression analysis to determine the weight of factors that correlate with success in the previous 10 years of NCAA Division One Football Championship Subdivision (FCS) playoffs and Division Two playoffs. Ten years after the beginning of the EBC 1-2-3 program, the formula will be refigured to where it reflects factors contributing to success in the first 10 years of the Division One FBS playoffs.
    2. Automatic qualification — Certain conferences will be selected as “Automatic Qualifiers” each year. In order to obtain such status, teams from a conference must win three non-BCS bowl games, further known as Non-Playoff Bowls, during the previous season. Champions of these conferences will automatically receive an invitation to participate in Playoff Bowl Games.
    3. The Boise State Rule — Any team that is undefeated and has defeated 11 Division One FBS teams during the regular season (including conference championship games) will receive first priority in filling Playoff Bowl positions after the automatic qualifiers have been determined.
    4. Limitation — No conference will be represented by more than two teams in the Playoff Bowl Games.
    5. The ranking system alluded to in section IIA1 will be used to determine which teams fill the remaining positions in the Playoff Bowl Games after the provisions of sections IIA2 and IIA3 have been met.
  2. For Non-Playoff Bowl Games
    1. First-Tier Bowl Eligible Teams will receive first priority when being invited to Non-Playoff Bowl Games. To be classified as a First-Tier Bowl Eligible Team, a team must defeat six Division One FBS teams in its first 12 games of the regular season and finish either
      1. Among the top five in the standings of a non-divided conference (one that does not have a championship game) or
      2. Among the top three in a division of a divided conference (one that does have a championship game).
    2. Second-Tier Bowl eligible teams are ones that defeat six Division One FBS teams but do not meet the other criteria of First-Tier Bowl Eligible Teams. These teams can be invited to Non-Playoff Bowl Games once the First-Tier Bowl Eligible Teams have accepted their bowl invitations.

III. Matchups

  1. For Playoff Bowl Games
    1. Seeds — The system alluded to in Section IIA1 will be used to seed the playoff teams, first through eighth.
    2. Placement — The top four seeds will be assigned to bowl games according to their geographic location. The teams seeded 5-8 will be assigned according to their ranking (No. 1 vs. No. 8, No. 2 vs. No. 7, No. 3 vs. No. 6 and No. 4 vs. No. 5).
  2. For Semifinals
    The winners of the Playoff Bowl Games will be re-seeded, with the No. 1 team playing host to the No. 4 team and the No. 2 team playing host to the No. 3 team.

IV. First-year exception

During the first year of the EBC 1-2-3 program, the seeding process will be used to determine all eight playoff participants. This will keep from the major bowl games from losing their significant in the final season before the EBC 1-2-3 program would begin.

Commentary

The Boise State rule is designed to assure that undefeated teams have an opportunity to play for a national championship. The fact that only two teams will have to play more than one neutral-site game softens travel concerns that would be an issue in a playoff system that every round in a bowl site.

The EBC aspect, where three non-playoff bowl victories in one season gives a conference an automatic playoff bid the following season, would make the games that are now called non-BCS bowls more meaningful than they are now.

The EBC also keeps the major conferences from being “grandfathered in” to the playoff bowl games like they are now in the Bowl Championship Series games. The Tire I playoff rule keeps the larger conferences from “packing” the non-playoff bowls to improve their playoff chances for the following year. Every deserving team will get a postseason bid.

This system actually enhances the significance of 33 of the existing 34 bowl games. And it still preserves the excitement of the regular season. In the NFL you have 32 teams playing 16 games each to see which 12 go to the playoffs. In the National Basketball Association, you have 30 teams playing 82 games each to see which 16 got to the playoffs. In Major League Baseball, you have 30 teams playing 162 games to see which eight go to the playoffs. But, under this system, you have 120 teams playing 12-13 games each to determine which eight go to the playoffs.

Note: Dr. Kelly E. Flanagan is Director of Development at The United States Sports Academy and a member of the faculty since 2005. A student of the college football postseason process, Dr. Flanagan completed his master’s mentorship with the Jeep Aloha Bowl/O’ahu Bowl Doubleheader in 1999 and the Chick-fil-A Peach Bowl in 2002. He also served on the Atlanta Local Organizing Committee for the 2003 NCAA Women’s Basketball Final Four and wrote a dissertation titled “Factors Affecting Institutional Ticket Sales at College Football’s Non-Bowl Championship Series Postseason Events” when completing his Doctor of Sports Management degree at the Academy.

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2017-11-02T13:56:40-05:00January 8th, 2010|Contemporary Sports Issues, Sports Coaching, Sports Management, Sports Studies and Sports Psychology|Comments Off on Making College Football’s Postseason Fair, Legal and Ethical While Preserving its Unique Traditions

Optimizing Development of the Pectoralis Major

Abstract

Jagessar, M. Optimizing development of the pectoralis major. 2009. This article seeks to determine optimum body/hand position and the best exercises for development of the pectoralis major. Gaps in the field of literature are also addressed. Body/hand position, execution, width of grip, trunk inclination, dumbbells and barbells are all variables that affect the prime movers (pectoralis major, anterior deltoid and triceps brachii) of the bench press. Electromyography is a technique used for recording changes in electrical potential of muscle fibres that are associated with their contractions Payton, C. J., Bartlett, R. M. (Eds.) (2008). Electromyographic (EMG) studies are well known for determining muscle activity. Due to the overwhelming contradictory information and various variations of the bench press, EMG studies have been undertaken. The research has shown that the horizontal barbell bench press done with a grip between 165% to 190% biacromial width produces maximum EMG activity in the pectoralis major. The clavicular (upper) head produces maximum activity in the close grip incline barbell bench press. Dumbbells and barbells can be used interchangeably to overcome training plateaus.
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2016-10-20T14:29:17-05:00January 8th, 2010|Sports Coaching, Sports Exercise Science, Sports Studies and Sports Psychology|Comments Off on Optimizing Development of the Pectoralis Major

Effects of Three Modified Plyometric Depth Jumps and Periodized Weight Training on Lower Extremity Power

Abstract

Plyometric exercises increase muscular power and are most effective when designed to complement the specific movements required of the athletic activity. This study compared the effects of modified depth jump plyometric exercises versus a periodized weight training program on the following functional tests: one-legged vertical jump, two-legged vertical jump, 30-meter sprint, standing broad jump, and 1 RM of the seated single leg press. Sixty-four untrained participants (18-28yr) were randomly assigned to one of the following groups: hip depth jump (n = 12), knee depth jump (n = 13), ankle depth jump (n = 13), weight training (n = 13), or a control (n = 13). Experimental groups trained two days a week for 12 weeks. Statistically significant improvements were observed among the plyometric groups for functional tests of power and the weight training group for functional tests of strength and speed. Results indicate that modified plyometric depth jumps offer a greater degree of specificity related to power training in athletes.

Key Words

Hip depth jump, knee depth jump, ankle depth jump, muscle power, resistance training, plyometrics

Introduction

The term “plyometrics” refers to specific exercises which encompass a rapid stretching of muscle that is undergoing eccentric stress followed by a concentric, rapid contraction of that muscle for the purpose of developing a forceful movement over a short period of time (Chu, 1983). One particular plyometric activity, the depth jump, has been shown to improve power in the vertical jump (Batholemew, 1985; Miller, 1982; Parcells, 1977; Verkhoshanski & Tatyan, 1983). Depth jumps are a type of dynamic exercise where an individual steps off a box 20 to 80 centimeters in height, lands, and performs an explosive vertical jump (Wilson, Murphy, & Giorgi, 1996). The depth jump is thought to enhance vertical jump performance through the quickening of the amortization phase, which is the electromechanical delay from the initiation of eccentric to the initiation of concentric muscle actions of the movement (Steben & Steben, 1981).

Plyometric depth jumps have been modified to generate greater stresses at the joints of the hip, knee, and ankle (Holcomb, Lander, Rutland, & Wilson, 1996a). These variations were identified as the hip depth jump (HDJ), knee depth jump (KDJ), and ankle depth jump (ADJ). Each variation included modifications to the range of motion of the joint being emphasized during the eccentric portion of the depth jump. The HDJ, KDJ, and ADJ are thought to increase the workload, and thus power, at the particular joint for which they are named. The need for such a modification stemmed from biomechanical analysis of both the vertical and depth jumps. In biomechanical analysis of the vertical jump, the hip was found to contribute 23-39% of the total work done during the vertical jump (Bobbert, Huijing, & Van Ingen Schenaue, 1987; Bobbert, MacKay, Schinkelshoek, Huijing, & Van Ingen Schenaue, 1986; Hubley & Wells, 1983; Van Soest, Roebroeck, Bobbert, Huijing, & Van Ingen Schenaue, 1985). However, two analyses of the depth jump revealed the hip contribution to be only 19% and 13% respectively (Bobbert et al., 1986, 1987). Consequently, the traditional plyometric depth jump does not stress the hip joint to the extent that it is used during the vertical jump, the functional task it was originally designed to enhance.

Biomechanical analysis of the modified plyometric depth jumps was also performed to analyze joint contribution through total work done at each joint (Holcomb et al., 1996a). Total work at the hip, knee, and ankle joints was 80%, 5%, and 15%, respectively, during the HDJ. Analysis of the KDJ revealed contributions of 37% at the hip joint, 49% at the knee joint, and 14% at the ankle joint. The joint contributions during the ADJ were reported to be 24%, 20%, and 56% at the hip, knee, and ankle joints, respectively. Therefore, each depth jump primarily stressed the particular joint for which it was named.

The effectiveness of training programs is routinely measured via functional test performance. Functional tests usually contain a series of movements that have high correlations with athletic activity and are used for research, evaluation, and rehabilitation purposes. Biomechanical analyses of functional tests can reveal percent joint contributions to the activity. Table 1 contains the percent joint contributions of modified plyometric depth jumps and selected functional tests for this study. Although specific joint contributions have not been calculated for the 30-meter sprint or seated single leg press, some research has examined the power output of these functional tests. Researchers have identified the hip to be a dominant force producer in sprints of short duration (Mero & Komi, 1990; Mero ,Komi, & Gregor, 1992; Mero & Peltola, 1989). Wilk et al. (1996) examined the electromyographic activity of the quadriceps and hamstring muscles during a two-legged seated leg press and found a high degree of quadriceps activity, suggesting significant power contributions from the knee joint. When compared to the squat, the seated leg press allows for smaller compressive forces to the tibiofemoral joint (Escamilla et al., 1998), making the activity an ideal accommodation for untrained participants.

Table 1
Percent joint power contribution of modified plyometric depth jumps and functional tests

Hip Joint Knee Joint Ankle Joint
Hip depth jump (22) 80 5 15
Knee depth jump (22) 37 49 15
Ankle depth jump (22) 24 20 56
30-m sprint N/A N/A N/A
One-legged VJ (39) 34.4 23.9 41.7
Two-legged VJ (25) 28 49 23
Two-legged VJ (39) 32.9 37.7 29.4
Two-legged VJ (35) 40 24.2 35.8
Two-legged VJ (22) 57 23 20
Standing broad jump (35) 45.9 3.9 50.2
Seated single leg press N/A N/A N/A

Holcomb Lander, Rutland, and Wilson (1996b) continued their research with a progressive resistance eight week training study comparing the modified plyometric depth jumps to other methods that have shown to significantly increase vertical jump height, including conventional plyometric depth jumps (Adams, O’Shea, O’Shea, & Climstein, M, 1992;, Blattner & Noble, 1979; Brown, Mayhew, & Boleach, 1986; Gehri, Ricard, Kleiner, & Kirkendall, 1998; Hewett, Stroupe, Nance, & Noyes, 1996; Huber, 1987; Polhemus & Burkhardt, 1980; Verkhoshanski & Tatyan, 1983; Wilson et al., 1996), countermovement jumps (Clutch, Wilton, McGown, & Bryce, 1983; Gehri et al., 1998), and weight training (Baker, Wilson, & Carlyon, 1994; Blaket, 1985; Ford et al., 1983; Stowers et al., 1983). The researchers chose to combine all three of the modified depth jumps into the training schedule of one group (Mod. Plyo) and compared that group to a traditional depth jump group (Plyo), a countermovement jump group (CMJ), a weight training group (WT), and a control group (CON). The weight training group performed four lower extremity exercises with progressive resistance including standing plantar flexion, knee extension, knee flexion, and leg press, while the control group did not train. The 51 college age male participants in the study trained three times per week for eight weeks. The exercise volume was controlled so that each group performed an identical number of repetitions, whether it involved lifting weights or jumping.

The results showed non-significant improvement for all groups during the static jump. All training groups improved performance in the countermovement jump (CMJ improved 4.0%; WT improved 4.7%; Plyo improved 6.5%; Mod. Plyo improved 4.5%), but the CON group performance decreased 3.2%. The traditional plyometric group differed significantly from the control group (9.7% difference). The lack of significant improvement of the Mod. Plyo group was attributed to a possible negative impact on the learning of the proper technique required for a successful jump due to altered range of motion of the plyometric depth jumps. We suggested that future research incorporate a longer period of training to assure a higher training effect.

Weight training has been shown to enhance power primarily through gains in peak force of the muscle rather than rate of force development (Hakkinen, Allen, & Komi, 1985a). Plyometric training of the lower extremity has been demonstrated to promote power primarily through increased rate of force development rather than increased peak force of the muscle (Bobbert, 1990; Hakkinen, Komi, & Allen, 1985b, Lundin, 1985). A positive relationship has been established between plyometric training and improvement in several functional tests of the lower extremity in addition to the vertical jump (Lyttle, Wilson, & Ostrowski, 1996; Wilson, Newton, Murphy, & Humphries, 1993). However, recent developments in modified plyometric depth jumps show promise of increased specificity for power training of the lower extremity (Holcomb et al., 1996a, 1996b). According to the principle of specificity (Wilmore & Costill, 1994), one should expect that a training program designed to stress the specific physiological systems required for the output activity would result in optimal performance. Holcomb et al. (1996b) grouped all of the modified plyometric depth jumps into one training program, which eliminated the possibility to determine the specific effects of each modified plyometric depth jump. Therefore, the purpose of this research was to assess the effects of three types of plyometric depth jumps and weight training on the (a) one-legged vertical jump with a countermovement, (b) two-legged vertical jump with a countermovement, (c) 30-meter sprint, (d) standing broad jump with a countermovement, and (e) 1 RM of the seated single leg press following a 12-week training program. The separation of the three modified plyometric depth jumps into distinct groups along with the addition of other functional tests for the lower extremity should show the increased training specificity of the modified plyometric depth jumps.

Hypothesis

Based on the biomechanical data concerning joint contributions in Table 1, the researchers formulated the following hypotheses:

  • H1: Participants who trained using the hip depth jump will significantly improve their 30-meter sprint times versus the participants who train using the knee and ankle depth jumps, weight training, and the control group.
  • H2: Participants who trained using the knee depth jump will significantly improve their two-legged vertical jump heights versus the participants who train using the hip and ankle depth jumps, weight training, and the control group.
  • H3: Participants who trained using the ankle depth jump will significantly improve their one-legged vertical jump heights and standing broad jump distances versus the participants who train using the hip and knew depth jumps, weight training, and the control group.
  • H4: Participants who weight trained the lower extremity will significantly improve their 1RM of the seated single leg press versus the participants who train using the hip, knee, and ankle depth jumps, and the control group.

Methods

Participants

Sixty-four recreationally active college-aged individuals volunteered for this study (Table 2). The participants did not perform either plyometric or weight training of their lower extremity for a period of at least six months prior to the study. After approval by the University’s IRB, all participants signed an informed consent.

Table 2
Descriptive group data

HDJa KDJa ADJa WTa CONa
Number 12 13 13 13 13
Sexb M=9; F=3 M=11; F=2 M=8; F=5 M=7; F=6 M=9; F=4
Height (cm) 174.8 ± 8.3 177.0 ± 7.5 176.8 ± 9.7 175.3 ± 11.7 173.6 ± 11.4
Mass (kg) 70.6 ± 13.5 75.8 ± 14.3 72.8 ± 12.4 69.6 ± 15.5 76.4 ± 17.9
Age (yr) 22.3 ± 2.6 20.8 ± 1.6 20.8 ± 1.3 21.0 ± 2.4 22.0 ± 1.7

a) HDJ = hip depth jump, KDJ = knee depth jump, ADJ = ankle depth jump, WT = weight training, CON = control;
b) M = male, F = female

Participants were randomly assigned to one of five groups: hip depth jump, knee depth jump, ankle depth jump, weight training, or a control group that did not train.

Depth Jump Protocol

Three plyometric depth jump groups performed only the specific exercise for which their group was named. The exercises were performed as described by Holcomb et al. (1996b). For the hip depth jump, the subject began to flex the trunk during the fall from the box so that the trunk was flexed to 45° upon landing and continued to flex the trunk until the trunk was parallel to the ground. In the knee depth jump, the subject landed fairly erect, and flexed to beyond 90° at the knee, all while keeping the trunk erect. During the ankle depth jump, the subject remained as erect as possible when landing except for slight flexion at the knee. For all three jump groups, the participants jumped vertically with maximum effort as quickly as possible after landing.

All three depth jump groups performed an identical training protocol that included seven sets of 12 repetitions, which resulted in a total of 2016 repetitions for the 24 training sessions. Each jump set was followed by a period of rest from three to four minutes. Training intensity, defined as initial height of the depth jump, began with a 15.24 cm (six inch) drop height and progressed an additional 15.24 cm every three weeks, ending with a 60.96 cm (24 inch) drop height. The modified plyometric training groups were monitored by a researcher for correct jump form to ensure proper joint stress.

Weight Training Protocol

The weight training group’s exercises included the seated single leg press, standing calf raise, and knee extension and flexion for each leg. The weight training program was designed to first develop muscle strength with progression to workouts that emphasized muscle power. This periodized approach consisted of four phases with each phase lasting three weeks. The first phase involved three sets of ten repetitions of the subject’s ten repetition maximum for each exercise. The second phase included three sets of eight repetitions of the subject’s eight repetition maximum for each exercise. The third phase involved three sets of six repetitions of the subject’s six repetition maximum for each exercise. Finally, the fourth phase included three sets of four repetitions of the subject’s four repetition maximum for each exercise. The subject’s one repetition maximum for each exercise was measured prior to each phase, and a chart that estimates weight for designated multiple repetitions based on the one repetition maximum was used as a guide for training weight selection (Fleck & Kraemer, 1987). The weight training group completed a total of 2016 repetitions at the conclusion of the 24 workout sessions. The weight training protocol was more periodized than that of the modified plyometric depth jump groups because both repetitions and intensity were manipulated for the weight training group, whereas only intensity was manipulated for the modified plyometric depth jump groups.

Testing Protocol

Both the two-legged and one-legged vertical jumps were performed with a countermovement, with the subject’s dominant leg used for one-legged jumping. Testing procedures included having the subject standing flat-footed and erect facing a marked wall while extending the dominant arm. The highest height at which the fingers touched the wall was recorded. The subject then jumped vertically with maximum effort. The Vertec jump training system (Sports Imports, Inc., Columbus, Ohio) was used for data collection, and the best of three trials was recorded. The total vertical jump score was calculated in centimeters as the standing height score from the marked wall subtracted from the jumping height score of the Vertec. The vertical jump results along with the subject’s weight were used as variables in an equation to convert the data into Watts, a true measure of power that allows a fair comparison between participants (Sayers, Harackiewicw, Harman, Frykman, & Rosenstein, 1999). The Sayers formula (Sayers et al., 1999) is as follows: Peak Power (W) = 60.7 × [jump height (cm)] + 45.3 × [body mass (kg)] – 2055.

The standing broad jump was performed by jumping horizontally from a starting line with a countermovement. The participants began in a standing position with both feet firmly positioned on the ground. The participants jumped horizontally with maximum effort landing on both feet, and the distance covered from the heel of the foot closest to the back of the starting line was measured. The best of three trials was recorded in centimeters.

The 30m sprint was performed by running a distance of 30 meters from a stationary position as quickly as possible. The participants began in a crouched sprinter’s position without blocks and were timed using a Solo time 450 electronic timing system with a hand pad (Solo Time, Denver, Colorado). The hand pad was placed on the starting line and was contacted by the subject’s hand after an acceptable starting position was obtained. The use of this device allowed the subject to begin the sprint at his or her own command by releasing the hand from the hand pad with the initiation of the sprint. When pressure to the hand pad was released, the electronic timing device was activated until the subject crossed an electric beam at the finish line. The participants performed three sprint trials and were allowed three minutes rest between each trial. The best of three trials for the time (seconds) it took the subject to travel 30 meters was recorded.

The dominant and non-dominant leg press was performed using a Paramount leg press machine (Paramount Fitness Equipment Co., Los Angeles, California). The participants were placed in a seated position with approximately 90° of knee flexion and instructed to lift the maximum amount of weight possible using only a single leg against the weight plate. The one repetition maximum mass for the dominant and non-dominant legs was recorded in kilograms along with the subject’s seat position data to ensure identical seat position from the pre to post test.

Data Analysis

Paired sample T-tests were used to analyze the difference between pre and post-test scores. A One-Way Analysis of Variance (ANOVA) was performed on the pre-test scores for all groups on all functional tests. Due to significant differences between groups in pre-test dominant leg press scores, Analysis of Co-variance (ANCOVA) was used for subsequent analysis of functional test data. Significant findings from ANCOVA prompted Bonferroni adjusted independent sample T-tests for post hoc analysis. These T-tests compared the group hypothesized to excel in that particular functional test to the other groups. All tests were performed at the 0.05 alpha level of significance.

Results

Percent change from pre- to post-testing for all functional tests are presented in Table 3.

30 Meter Sprint

For the 30m sprint, only the weight training group lowered their times significantly (t = 2.226, df = 1, 12; p = .046) from pre to post-test, but the group’s improvement was not found to be significantly better than any other group (F = 1.181, df = 4, 63; p = .165).

Leg Press

Significant improvements were noted for the HDJ (t = -8.130, df = 1, 11; p < .001), KDJ (t = -8.849, df = 1, 12; p < .001), ADJ (t = -4.054, df = 1, 12; p = .002), and WT (t = -9.142, df = 1, 12; p < .001) groups for the dominant leg press. The WT group recorded the most improvement and was found to be statistically greater than the ADJ (t = 1.917, df = 1, 12; p = .035) and CON (t = 6.073, df = 1, 12; p < .001) groups.

Similar results were obtained for the non-dominant leg press. Significant improvements were gained by the HDJ (t = -6.607, df = 1, 11; p < .001), KDJ (t = -8.973, df = 1, 12; p < .001), ADJ (t = -4.068, df = 1, 12; p = .002), and WT (-8.652, df = 1, 12; p < .001) groups. Even though the WT group improved the most, it was statistically superior to only the CON (t = 3.959, df = 1, 12; p < .001) group.

Standing Broad Jump

Significant improvements for the HDJ (t = -2.687, df = 1, 11; p = .021), KDJ (t = -4.466, df = 1, 12; p < .001), and ADJ (t = -6.287, df = 1, 12; p < .001) groups were observed for the standing broad jump. The ADJ group recorded the greatest improvement but was not found to be statistically greater than any other group (F = 1.386, df = 4, 63; p = .125).

Vertical Jump

For the one-legged vertical jump, significant improvements were recorded for the KDJ (t = -4.335, df = 1, 12; p < .001), ADJ (t = -2.981, df = 1, 12; p = .011), and CON (t = -2.920, df = 1, 12; p = .013) groups. Even though the KDJ group improved the greatest, it was not statistically superior to any other group (F = 1.537, df = 4, 63; p = .102).

In the two-legged vertical jump, the results showed significant improvements for the KDJ (t = -3.721, df = 1, 12; p = .003), ADJ (t = -3.865, df = 1, 12; p = .002), and CON (t = -2.792, df = 1, 12; p = .016) groups. The ADJ group showed the most improvement and was found to be statistically superior only to the WT (t = 2.380, df = 1, 12; p = .014) group.

Discussion

The influence of the principle of specificity of exercise (Wilmore & Costill, 1994) was evident when examining the results of this study. In general, the modified plyometric depth jump groups excelled in functional tests of power, while the periodized WT group performed better in functional tests of speed and strength. However, not all testing outcomes occurred as expected.

The WT group showed the greatest increases in dominant and non-dominant leg press strength. In regards to the principle of specificity of exercise, this outcome was expected since the WT group incorporated dominant and non-dominant leg press exercises in their training protocol. In addition, significant increases in leg strength were also gained by the HDJ, KDJ, and ADJ groups. Previous plyometric training studies (Adams, 1984; 14, 34) have reported gains in leg strength (12.7 to 23.8%), but not to the magnitude shown by the modified plyometric depth jump groups (29.1 to 48.4%) with this study. Chu (NSCA, 1986) describes plyometric depth jumping as an activity that acts to increase the neuromuscular system’s ability to perform concentric contraction more effectively because the forces encountered in plyometric exercises lead to greater synchronous activity of motor units and earlier recruitment of larger motor units via the myotatic reflex. Therefore, the significant increases in leg strength experienced by the modified plyometric depth jump groups may be in response to an enhanced neuromuscular system.

A review of the biomechanical aspects of lower extremity functional tests revealed the contributions of each joint to the performance of a particular functional test. Muscle activation patterns involving EMG analysis of sprint running during its initial phases show maximal power output occurring at the hip joint (Mero & Komi, 1990). Although sprinting primarily measures speed, a short distance was chosen to maximize analysis of acceleration time, thereby increasing the measurement of power. Therefore, those training for power at the hip joint should have a physiological advantage when performing a short sprint. However, only the periodized WT group improved significantly from pre to post-testing. The possible explanations for this finding include the sprinting distance, which may have been too short to emphasize power production, and the use of untrained participants, who may have had low levels of muscle strength before training.

A study concerning the kinetics of broad jumping reported the joint power contributions of the hip, knee, and ankle joints to be 45.9%, 3.9%, and 50.2%, respectively (Robertson & Fleming, 1987). The ADJ group recorded the greatest gains as expected, but the HDJ and KDJ groups also attained significant improvements. Perhaps the general gains in lower extremity power by the modified plyometric depth jump groups enabled significant improvements in broad jumping distances.

Van Soest, Roebroeck, Bobbert, Huijing, and Van Ingen Schenau (1985) reported the joint power contributions of the hip, knee, and ankle joints during the one-legged vertical jump to be 34.4%, 23.9%, and 41.7%, respectively. The greatest gains in the one-legged vertical jump were experienced by the KDJ group, but significant improvements were also recorded for the ADJ and CON groups. The CON group also achieved significance despite showing the lowest percentage of height gain of all groups. The dominance of the KDJ group in this functional test was unexpected due to its reported low involvement in the activity when compared to the other joints of the lower extremity (Van Soest et al., 1985). Perhaps the knee joint is more important to power production during the one-legged vertical jump than previously reported.

Biomechanical analysis of the two-legged vertical jump showed the joint contributions for the hip, knee, and ankle joints to range from 28 to 57%, 23 to 49%, and 20 to 35.8%, respectively (Holcomb et al., 1996a; Hubley & Wells, 1983; Robertson & Fleming, 1987; Van Soest et al., 1985). The ADJ group improved most from pre to post-test, but significant results were also recorded for the KDJ and CON groups. Although the CON group agreed not to undertake any additional training outside of their normal daily activities, perhaps the normal activities of the physical education students selected for the control group influenced their performance on the functional tests. However, this possibility is merely speculation as an exit interview was not conducted due to time constraints.

An equalization of training volume was attempted between groups in this study through equating total training repetitions. Future training studies involving modified plyometric depth jumps should examine variables such as length of training period, participants’ prior training status, and training volume and intensity. Limited research has compared the training stimuli of depth jumping versus weight lifting in regards to the magnitude of stimulus provided by each respective training repetition. Perhaps lifting a particular weight produces a greater stimulus to the muscle than depth jumping from a particular height, or vice versa.

Furthermore, the exercise performed by the WT group emphasized involvement of the entire lower extremity, while the modified plyometric depth jumps primarily stressed one particular joint and muscle group. Perhaps a fairer comparison could be made if the weight training exercises were designed to be joint specific and then compared to the respective modified plyometric depth jump. The inclusion of weight training with the plyometric exercise, which has been reported to produce a synergistic training effect in traditional plyometric activities (Lyttle et al., 1996), could also be examined.

In summary, the effectiveness of four training methods constructed for their potential improvement of strength, speed, and power among untrained participants was examined in this study. Generally, functional tests requiring power were dominated by the modified plyometric training groups while the periodized weight training group prevailed on tests emphasizing strength and speed. The strength and conditioning professional can apply these results to better create training programs for athletes desiring strength, speed, and power of the lower extremity.

About the Authors

Damon P.S. Andrew is the Dean of Health and Human Services at Troy University in Troy, Alabama. John E. Kovaleski and Robert J. Heitman are from the Department of Health, Physical Education and Leisure Studies at the University of South Alabama in Mobile, Alabama. Tracey L. Robinson is from the Department of Human Performance and Physical Education at Adams State College in Alamosa, Colorado.

Corresponding author:

Damon P. S. Andrew, Ph.D.
Dean, College of Health and Human Services
Troy University

153 Collegeview
Troy, AL 36082
Office: 334-670-3712
Fax: 334-670-3743
dandrew@troy.edu

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2013-11-25T19:27:24-06:00January 8th, 2010|Sports Coaching, Sports Exercise Science, Sports Studies and Sports Psychology|Comments Off on Effects of Three Modified Plyometric Depth Jumps and Periodized Weight Training on Lower Extremity Power
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