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

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

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Hanna, J. (2010, March 15). Woman named high school’s head varsity football coach. Retrieved from: http://www.cnn.com/2010/LIVING/03/11/woman.football.coach/index.html

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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

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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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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

University Athletic Websites: An Analysis and Comparison of Revenue Generation Features

Abstract

In an effort to understand the scope of the commercial and revenue generating aspects of athletic websites, this paper examines the quantity of advertising and content on the homepages of all twenty-six schools in two major conferences in Division IA of the NCAA: the Big East and PAC-10. The study also provides a detailed analysis of the different products, services and advertisements displayed on the homepages. An analysis of the variability of the advertisements across the schools was done for various types of the schools.

Analysis

In his 2009 State of the Association Speech, Myles Brand, President of the NCAA, discussed the relationship of commercialism to sports and in particular, “the dramatic changes in the media, including especially the sports media, that have generated new and greater opportunities for commercial activity associated with athletics” (Brand,2009, p.3). In noting that there are now “three different types of screens to watch,” (TV, Internet, and handheld) Brand concerned his remarks with the question of the “balance point” between “too much and too little commercial activity” (Brand, 2009, p.4).

University athletic department websites provide content that serve a wide array of constituencies (current students, alumnae, the press, and perspective student-athletes). However it is clear that athletic departments also see their websites as a revenue generation opportunity as evidenced by the numerous advertisements displayed on many of the sites’ pages. With Brand’s statement in mind, this research seeks to examine the extent of commercial activity on university athletic department websites to see if the “balance point” between commercial activity and content has tipped.

Prior Research

An inventory of major studies of public impressions of issues relating to the media between 1986 and 2006 (Cooper, 2008) found that across all media channels, invasive and excessive advertising was a major concern for a majority of consumers. Further research on online advertising has focused on consumer first impressions and loyalties. McCoy et al. found that “consumers’ first impressions (and loyalties) are made in the opening moments of a Web site visit and the degree to which that visit may be intruded by pop-ups, pop-unders, and banner advertisements” (2007, p. 84).

The sports marketing literature also provides insight into the consumer’s perception of in-arena signage and virtual signage which may relate to websites. A study by Bennet et al. looks at viewers’ attitudes towards virtual advertising (digitally superimposed images in television broadcasts). The researchers found that “virtual advertisements inserted near the score display were less intrusive than all ad locations” (2006, p.77). One reason for this, they theorize, is that sport consumers are accustomed to such placement of signage on the field of play, with advertisements placed on or near the scoreboard or sidelines. However, advertising images superimposed onto the playing field were viewed more negatively. Sport fans may not like their attention distracted from the game (Bennet et al, 2006). Rotational signage in stadiums and arenas has also come a long way in reducing advertising clutter and delivering a more consistent message to the sport consumer. Some arenas now feature an entire façade of upper tier rotational digital signage offering one consistent message over the course of 1,000 feet. Such signage is usually sold as a part of a marketing package which may include smaller signage in the arena. It offers a clean look and avoids sponsor conflicts (Cifareli, 2000).

The few studies of athletic department websites that exist used those sites as a source of data to research other issues in sport. In studying gender equity, Cunningham and Sagas (2002) used word count as a measure of coverage in articles on athletic department websites devoted to various men’s and women’s sports. Sagas et al. (2004) also studied gender discrepancies and media coverage using articles on athletic websites. Cooper (2008) used content analysis and position of content on the websites to study the same gender bias issues.

Data Collection Methodology

The data collected was limited to the homepage of each university athletic website. This decision seemed reasonable as it is most likely that advertisements and links to revenue pages will appear on the homepage. We did find that advertising on team pages is prevalent but what advertising is there is a duplication of that which appears on the homepage.

Each athletic department homepage was printed on the same printer, at the same resolution, and manually coded. One trained coder performed all measurements. Therefore there was no issue of inter-coder reliability. The output of this coding was a page that was segmented into independent areas measured by their square inches. The following classification process was used:

Product / Services

Each area on the page was reviewed to see if the text or image on the area appeared to be a link to a product/service being sold by the athletic department. Each item on the menu navigation bar was clicked and scanned for menu items that were suggestive of being a product/service. In both cases, the linked page was brought up to confirm that there was a product/service being sold by the athletic department or its agent.

Advertisements

Each area on the page was reviewed to see if the text or image on the area was an advertisement from an organization not affiliated with the athletic department. A determination was made if it was from a regional or national company. Our interest in categorizing the advertisements was to see if there was any relationship between national companies and more nationally recognized athletic programs such as football programs. We also wanted to see the variability of advertisements from regional companies across schools.

Calculating the number of advertisements on web pages is complicated by two design ideas that are commonly used. The first is the use of rotating advertisements where multiple advertisements are displayed in the same area at a fixed time interval. Using this technique, the owner of the webpage can sell more advertisements at attractive positions on the webpage. In our calculation, we treated each of the advertisements in the rotation equal to any other advertisement. It could be argued that the use of a changing image on a webpage will draw more attention than that of a static advertisement. A second technique uses tabs to allow the web designer the ability to reuse the same webpage area multiple times. Here a small area at the top of the advertisement is carved out with multiple tabs that have a suggestive heading and are clickable. When the user clicks on a tab, a different advertisement is displayed. Again, in our calculation, we treat each tab equally.

Percentage of Content

The importance of revenue generation on the website was measured by calculating the percentage of the homepage that was devoted to content. To get greater insight into the importance of revenue generation, we also measured the percentage of the homepage devoted to content that is “above the fold.” We use the term fold as an analogy to a fold in a newspaper where stories above the fold have more prominence. In terms of a webpage, above the fold is the area that the viewer sees when the homepage is first displayed. The implications for web pages are that material that is below the fold is less likely to be seen by the viewer. This is similar to Cooper’s idea of “nonscroll coverage” (2008, p.232).

Areas that were either product/services or advertisements were considered to be revenue generators. The other areas on the page were either content, navigation or what we termed community. Our view of what constituted content was broad. We considered the following as content: images, captions of images, video, fan polls, scores, schedules, pictures of athlete of the week and league standings. Space on a webpage has to be devoted to navigation around the website. An example of this would be a menu bar that has a dropdown list of links. Additionally, all of the homepages the authors examined had links/advertisements to non-revenue generating sites. An example of this would be a link to school’s conference homepage. We called these areas community. For our calculation of the content percentage, a page = content + ads + navigation + community. The percentage of content is therefore the content area divided by the size of the entire homepage. For rotating or tabbed advertisements, the area taken up by the entire advertisement is apportioned based on whether it is content, product/service, advertisement, community or navigation.

Schools in Sample

As the thrust of the study was revenue generation, Division IA institutions were selected as the focus. In establishing a representative sample of Division IA institutions across the country, the authors chose to use two Division IA conferences, the PAC-10 and Big East Conferences, as a basis for their research. These two conferences were chosen as they represent a distribution of small, medium and large, private and public institutions ranging across the country. Some of the schools are located in major urban areas, and some in college towns. Some of these institutions have major football programs and some do not. All have major basketball programs and very competitive sports programs for both men and women. All have at least one nationally recognized team. And all are at least 100 years old and have a major athletic tradition.

Results

The following details the results of our examination of the 26 homepages. The products and services sold are first described with Table 1 showing the percentage of schools that had links on their homepage to these items. This is followed by a discussion of data on advertisements found on the homepage.

Table 1: Percent of Schools That Have Links to Products/Services Sold on the Homepage

Product / Service Percent of Schools That Links to the Product / Service
Ticket Sales 100%
Merchandise Sales 100%
Multimedia/Media Guides 39%
Video 92%
Auctions 65%
Photos 61%
Camps 42%
Ringtones for Cell Phones 19%

Products / Services Sold by Athletic Department

Ticket Sales: As the most important source of revenue for most sports, advertisements with links to ticket sales are prominent and, in many cases, displayed in multiple spots on the homepage. On a significant number homepages a large banner advertisement appears at the top of the homepage. Additionally, there is a menu option that provides links to the various ways that tickets are sold. Before a big event, such as a bowl game, many schools display a splash screen before showing the homepage on which a link for purchasing tickets is provided. Finally some schools now provide a link to StubHub, their official site to allow fans to buy and resell tickets.

Merchandise Sales: Another staple of athletic websites is the link to the fan store where hats, shirts and other souvenirs can be purchased online. This link is often prominently displayed at the top of the homepage.

Multimedia/Media Guides: Some schools have traditionally used media guides as a source of revenue which are now being sold via the website. In addition, some schools are selling DVDs of famous teams from the past, bowl games and other video content that would be enticing to their fans.

Video: The Internet now provides schools with an easy to use mechanism to transmit live or taped games that are not being broadcast commercially to their fans. This content is typically of games that are not being broadcast over-the-air or via cable. Some of this content is broadcast for free but the bulk of the programming is sold via either a monthly or yearly contact. All but two schools charged $79.95 annually or $7.95 per month. The outlier schools charged $99.95 annually or $9.95 per month.

Auctions: For many Internet users who know of or have used auctions sites like eBay, the idea of purchasing a piece of memorabilia via a website is common. Athletic departments are now running their own auctions of game-worn uniforms and equipment. In addition, items such as basketball bench chairs, autographs on programs signed by the coach or former players, and autographed plaques are also being auctioned off.

Photos: The sale of both still and action photographs appears on many athletic websites. Typically there are photos for sale for every team fielded. The photos, which are of professional quality, range from the standard team poses to action scenes taken during the game. The photos are of both current and past players.

Camps: Summer sports camps, in a variety of sports, have become a standard product at well known athletic programs. As many athletic departments provide these as a source of compensation for their coaches, it is unclear how much revenue is realized by the athletic department for this product. We have included it for completeness.

Ringtones for Cell Phones: As cell phones allow users to customize ringtones, a market for specialized ringtones has emerged. Athletic departments have added this service to their portfolio of products by offering music that has an affiliation with their school, such as the university fight song.

Advertisements

The values in Table 2 show the number of advertisements from regionally-based companies, national companies, products/services sold by the school and the total of all advertisements on the homepage. Except for the first column, which shows all the schools in the study, the other columns show comparisons of different types of schools: PAC-10 versus Big East, public institution versus private institution and schools with varsity football programs versus those without varsity football.

Table 2: Average Number of Ads on Homepage

Type of Company Placing the Ad All PAC-10 Big East Public Private Football Non-Football
Regional 2.8 2.4 3.1 2.4 2.0 3.0 2.2
National 8.5 9.3 8.0 8.3 8.7 8.7 8.0
School 7.6 8.6 7.0 7.9 7.3 8.2 5.8
Total 18.9 20.3 18.1 19.6 18.0 19.9 16.0

Table 3 displays this advertising data as a percentage of the area occupied on the homepage.

Table 3: Average Percent of Homepage Devoted to Advertisements

Type of Company Placing the Ad All PAC-10 Big East Public Private Football Non-Football
Regional 2.1 1.7 2.3 2.2 1.9 2.2 1.7
National 15.3 21.7 11.3 15.1 15.6 15.9 13.3
School 16.2 19.9 13.8 15.3 17.3 17.0 13.6
Total 33.6 43.3 27.4 32.6 34.8 35.1 28.6

Table 4: Percent of Homepage Devoted to Content

Average Range Standard Deviation
All Schools 33.3 14.3-59.1 10.1
Big East 35.9 19.9-59.1 10.5
PAC-10 29.2 14.3-45.0 8.5
Public 32.8 23.3-59.1 9.7
Private 34.0 14.3-48.9 11
Football 32.6 14.3-48.9 11
Non-Football 35.5 19.9-45.3 9.6

Table 5: Percent of Homepage Devoted to Content Above the Fold

Average Range Standard Deviation
All Schools 43.8 20.6-62.1 10.7
Big East 47.1 29.8-62.1 10.2
PAC-10 38.7 20.6-56.3 10.0
Public 37.0 20.6-57.7 15.3
Private 49.8 32.1-62.1 12.9
Football 42.3 20.6-57.7 10.6
Non-Football 48.9 32.1-62.1 10.4

Discussion of Results

The key finding in our work is that on average only 33.3% of the homepage of the schools in the study is devoted to content. The amount of space devoted to advertising is 33.6% and the balance is either navigation or community. For two reasons we think that the advertising amount is understated. First, a practice of many of the athletic departments in our study is to have sponsored content areas. In this arrangement, area devoted to content will also have the corporate name or logo of a sponsor displayed in a prominent spot. We counted this as content as the bulk of the area is non-advertisement but it is clear that there is some form of commercialism in this area. The average number of sponsored content areas in our sample was 2.4. Second, a common content area on homepages is a video clip window where a user can see video content ranging from game highlights to coaches interviews. In our calculation, this was considered content. However, many times the clip displayed included an advertisement for an upcoming event.

Another consideration in assessing the commercialism of the website is the placement of advertising. In 62% of the schools in our sample, an advertisement was placed at the top of the homepage. In some cases, more than one advertisement was placed at the top, either above and/or beside the school name and logo. In many cases the advertisements were for ticket sales or school merchandise. However, in five cases, the advertisers were national companies. The impact of this idea is reduced somewhat by noting that more of the advertising occurs below the fold than above.

Whether this ratio of content to advertising is consistent with Brand’s “balance point” is impossible to determine. We believe it is not but we leave it to the reader to form their own judgment.

Additionally, we found the number of advertisements from regional companies was markedly smaller than those from national companies. The most likely explanation is that in addition to supplying technical support, CBS Interactive and JumpTV (the largest providers of web services for intercollegiate athletic programs) also sell web-based advertisements to national companies and place the advertisements on their customer’s websites. CBS Interactive and JumpTV have a revenue sharing agreement with those schools where advertisements are placed.

In comparing the characteristics of different schools/conferences, the largest difference between groups occurred between the PAC-10 and Big East in the average percentage of page devoted to advertisements. While there may be many factors that influence this, we speculate that schools with football programs have greater followings and therefore more views of their website. This in turn would cause more companies to place advertisements. Our contention that football is the cause is bolstered by the difference in football versus non-football schools value in Table 2. Note that only 7 of the 16 schools in the Big East have football while all do in the PAC-10.

We observed that the homepages in our study seemed cluttered and busy which is supported by our finding that the average number of advertisements is close to 19. With the addition of area devoted to content and links to other pages, the number of distinct areas on the homepage averages 30. This appears excessive given the size of most computer screens.

Finally the breadth of products and services sold seemed comprehensive. While we anticipated that selling tickets and clothing on the website would be a natural service desired by users, we were surprised that athletic departments would be in the business of selling ringtones and running auctions.

In conclusion, the development of university athletic websites will continue to evolve. In the period from our data collection until the present, most of the websites we reviewed have added, as an example, RSS news feeds and links to Twitter. It seems most likely that athletic departments will continue to seek new ways to use their websites to generate additional revenue. Whether they are mindful of the balance of content and commercialism remains to be seen. Future research should objectively test if the amount of commercialism on the websites is excessive by surveying the impressions of the users of the site.

References

Bennet, G.; Fereira, M.; Siders, R.; Tsuji, Y.; & Cianfrone, B. (2006). Analysing the effects of advertising type and antecedents on attitude towards advertising in sport. International Journal of Sport Marketing and Sponsorship, 8, 1, 62-81.

Brand, M. (2009). The 2009 NCAA State of the Association speech. Retrieved July 3, 2009, from http://www.ncaa.org/wps/ncaa?key=/ncaa/ncaa/ncaa+news/ncaa+news+online/2009/ association-wide/the+2009+ncaa+state+of+the+association+speech+-+1-15-09+-+ncaa+news

Cifarelli, J. (2000, May 15). In signage, what comes around goes far. Brandweek, 4, 20, 38.

Cooper, C. (2008). NCAA Website Coverage: An analysis of similar sport team gender coverage on athletic department’s home pages. Journal of Intercollegiate Sports, 1, 227-241.

Cooper, Tom. (2008). Between the summits: what Americans think about media ethics. Journal of Mass Media Ethics, 23, 15-27.

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

McCoy, S.; Everard, E.; Polak, P.; & Galleta, D. (2007). The effects of online advertising. Communications of the ACM, 50, 3, 84-88.

Sagas, M.; Cunningham, G.B.; Wigley, B.J.; & Ashley, F.B. (2004). Internet coverage of university softball and baseball websites: the inequity continues. In D. Rowe (Ed.). Critical readings: Sport, culture and the media, 340-349, Berkshire, UK: McGraw Hill.

2013-11-25T17:45:49-06:00April 9th, 2010|Contemporary Sports Issues, Sports Management|Comments Off on University Athletic Websites: An Analysis and Comparison of Revenue Generation Features

An Examination of British Sport Security Strategies, Legislation, and Risk Management Practices

Abstract

Britain faces similar sport security issues to the United States such as terrorism and crowd management problems. In particular, hooligan activities have posed a significant challenge for the British government in the past 25 to 30 years. Major soccer tragedies, such as the Hillsborough disaster, prompted the British government to enact safety and security standards and legislation. Safety and security measures were also implemented to combat terrorist activities and curb illegal behavior at sporting events. This article will examine specific security strategies and risk mitigation measures employed by the English Football (soccer) League pertaining to stadium design, technology, risk management, hospitality, and industry best practices. Lessons learned from the British system may assist U.S. sport leagues in their security efforts.

Introduction

Britain faces similar sport safety and security issues to the United States such as terrorism (Steinbach, 2006) and crowd management problems (Pearson, 2006). An analysis of the English football (soccer) security system will highlight strategies, legislation, and risk management practices effectively utilized to curb illegal behavior at events. Lessons learned from the British system may help U.S. sport leagues deter terrorism and unruly fan behavior. Sports organizations should plan to deter potential incidents because of legal obligations, business continuity, and loss of reputation (National Counter Terrorism Security Office, 2006).

Hooligan activities have posed a major challenge for the British government in the past 25 to 30 years. Hooliganism involves disorderly fans and criminal activity that occurs before and after games, in or around stadiums, resulting in casualties or fatalities (Pearson, 2006). There are two different types of hooliganism: spontaneous and organized. Spontaneous hooliganism is a low level disorder in or around stadiums and is not as violent as organized hooliganism. Organized hooliganism is the more serious form of where violence is the norm and people get injured or killed (Pearson, 2006). These acts are sometimes pre-arranged by gangs who meet to fight other gangs before a football match. Hooliganism has been known as the “English Disease” because of its origination in Britain, but it is prevalent elsewhere in Europe (Pearson, 2006).

The 1980’s was known as the “Decade of Disaster” in England when two separate stadium crushing incidents resulted in over 200 injuries and 100 deaths (“Heysel Disaster”, 2000; “football fans crushed at Hillsborough”, 1989). The Heysel disaster occurred on May 29, 1985, in Brussels Belgium during a European Cup final between Liverpool and Juventus that drew over 60,000 fans. A stampede ensued before the game and police forces failed to stop the rush of fans and maintain order resulting in 39 people dead and many more injured. This tragic event led to the five year ban of any English club to exist in European football competitions. Inadequate seating arrangement at the Heysel stadium was the main cause for this disaster (“Heysel Disaster”, 2000).

The Hillsborough disaster occurred on April 15, 1989 and is known as the worst sporting disaster in British history (“Football fans crushed at Hillsborough”, 1989). During a match between Nottingham Forest and Liverpool over 2,000 people tried to cram into a section that already had 1,500 spectators. As thousands of people rushed into the stadium, the spectators in front were pinned against the fence that guarded the fans from the field and players. More than 200 people were injured and 93 died (1989). Hooliganism declined in the 1990’s due to the passing of the Taylor Report (1990), which forced all stadiums in England and Scotland to implement all-seated stadiums. Former British Prime Minister Margaret Thatcher also threatened to ban the sport of football because of hooligan acts (Pearson, 2006).

Besides the threat of hooliganism, British football stadium managers face the risk of terrorist attacks. After the Madrid train bombings in 2004, terrorism expert Police Chief Constable Barbara Wilding warned of an attack on the high profile Millennium Stadium in Britain because of its international exposure (BBC, 2004). This was the first warning issued of an attack that could occur at a high profile sport stadium in the United Kingdom. Furthermore, a thwarted terrorist attack during a soccer match between Liverpool and Manchester United in April of 2004 was reported. According to intelligence gathered by British authorities, suspected Islamic terrorists purchased tickets in many different areas of the stadium (Steinbach, 2006). Officials were able to prevent the attack by making 10 arrests the morning the match was originally scheduled to be played. The match between the two teams was played nearly a week later in front of 67,000 fans and an international audience (Steinbach, 2006). In 2007, a senior Liverpool police officer claimed that Liverpool Football Club’s new proposed iconic stadium at Stanley Park could be a significant target for a terrorist attack. Chief Constable Simon Byrne insisted that planners design the stadium to minimize openness to attack, specifically suicide bombers. The planning committee is to impose design standards set forth by the Association of Chief of Police Officers (ACPO). These standards set parameters for construction and design of the ground to reduce the likelihood and impact of an attack. The planning scheme already includes a high level Closed Circuit Television (CCTV) system, fully equipped control room, and its own on-site mini-prison (or custody suite) (Neild, 2007).

Proactive British Principles

Regulatory and Administrative Changes

The British government enacted legislation and security measures to combat hooliganism, crowd control, and terrorism incidents. The Football Disorder Act (1989); Football Spectators Act (1989); Football Offenses Act (1991); Football Act (1999); Football Disorder Act (2000); and Football Disorder Bill (2001) was enacted by government. These pieces of legislation prohibited hooliganism, categorized the different offenses that a person would be charged with, covered both domestic and international terrorist threats to sport stadiums, and assured that individuals who were banned would be prevented from attending matches inside and outside of Britain. Additionally, the Football Intelligence Unit was created to collect and disseminate information and intelligence about domestic and international issues that occur at or near sport stadiums (Football, 2007). Most significant, under new safety legislation each football club is required to hold a stadium ‘Safety Certificate’. The government produced and published a set of safety requirements in the ‘Guide to Safety at Sports Grounds’ for every club playing in the top four divisions in England. The local government authority (municipality) is responsible for issuing the safety certificate and ensuring the stadium complies with the requirements issued in the safety guide. In addition, each football club is designated a Safety Officer to assist facility management with safety strategies on match day. Safety officers are responsible for the recruitment and training of all stewards (Stadia Safety and Security, 2005).

Overview of Legislation and Regulatory Administration
Fire Safety and Safety of Places of Sport Act 1987 Football Act 1999
Safety at Sports Ground Act 1975 Football Disorder Act 2000
Football Disorder Act 1989 Football Disorder Bill 2001
Football Spectators Act 1989 Football Licensing Authority
Football Offenses Act 1991 Football Intelligence Unit

English Football Safety and Security Measures

Stadium Design

New design methods controlled stadium accessibility by restricting the size of grounds surrounding the stadium to provide limited space for loitering and less space to patrol for event management staff. This measure also limited vehicle access to the stadium as parking was limited to players, staff, and officials. Another important design element removed bleacher seating to all-seated stadiums; this in turn led to better control and organization of ticket sales for fan placement. Stadiums have homogeneous fan sections and empty buffer zones to segregate fans (Goss, Jubenville, & MacBeth, 2003). The British Association of Chief of Police Officers (ACPO) developed stadium design standards to set parameters for construction and design of the ground to reduce crowd management issues and the likelihood of a terrorist attack (Neild, 2007).

Technology

Command and control centers are located inside stadiums allowing police to monitor areas inside and outside the stadium. This control room possesses fire alarm and voice activation systems, turnstile monitoring capabilities, access to public address system, a door access control system for restricted areas, and a fully integrated Closed Circuit Television (CCTV) system. Additionally, a mobile command center is also established at football sites. What is known as the “Hoolivan”, this vehicle is equipped with CCTV for surveillance operations and maintains radio contact with officers inside and outside the stadium. Technological security measures, such as CCTV, Photophone, and FaceTrac are used to identify fans, run database searches, and send images to security personnel on the ground (“Tackling Football Violence”, n.d.).

Risk Management

British football stadium authorities conducted extensive risk assessments to determine specific risks, threats and vulnerabilities of respective venues. Categories of risk include strategic risks, operational risks, and financial risks. Strategic risks include planning failures, operational risks include human and process errors, and financial risks include financial control failures as well as disruptions in the flow of resources (Cotton, Wilde, & Wolohan, 2000). Football authorities also conduct a match assessment by “grading” each event individually, taking into consideration relative intelligence for the event, historical intelligence of the event (i.e. city rivalries, derby’s), capacity of stadium, and expected attendance. This type of assessment allows stadium authorities and local police to adjust security plans accordingly, thereby pre-determining resources, costs, and level of management needed.

Hospitality

Football clubs have marketed themselves to corporate businesses for specialized hospitality experiences to generate additional revenue. The desire by middle-class citizens to emulate the leisure pursuits of the more affluent created a more upscale football customer, thereby limiting the desire and appropriateness for violence (Winter, 2002). Stadiums have also incorporated leisure and entertainment experiences through unique stadium dining options and shopping venues that creates an atmosphere that discourages hooliganism. Furthermore, alcohol consumption can be governed in hospitality suites and club seating areas. Restricting alcohol distribution and encouraging responsible consumption reduces the likelihood of public drunkenness and disorder (Johnson, 1998).

Best Practices

The U. K. National Counter Terrorism Security Office (NaCTSO) issued rules, regulations, and procedures for event security staff at British stadiums and arenas, including a risk management plan guideline. The NaCTSO also provided best practices in the following areas: access control, screening/searches, traffic and parking, CCTV, and managing event staff. Table 1 provides a summary of the best practices under each area (National Counterterrorism Security Office, 2006):

Table 1: National Counter Terrorism Security Office Best Practices

Access Control

  • Employees wear credentials at all times when entering the stadium.
  • Vehicles parked close to the stadium posses a parking pass and are inspected for suspicious materials.
  • Individuals seek permission to gain access to restricted areas of the stadium. These individuals may need an ID card to gain access.
  • Event staff receives awareness training in dealing with suspicious persons entering the stadium.

Screening / Searches

  • Individuals entering the stadium comply with regulations that would include bag checking. Fans are denied entry upon refusal to comply with regulations.
  • Event staff divides spectators into two groups for stadium entry: one with bags and other items, and those who do not. This allows for better traffic flow into the stadium.
  • Event staff normally works in teams of two and conduct fan entry searches together. Depending on the security threat, one staff member performs bag checks and the other can conduct pat downs.

Traffic and Parking

  • Vehicles are requested to park more than 100 feet away from the stadium.
  • If a vehicle needs to be parked close to stadium, permission is granted ahead of time from the head officials of the stadium and the driver is identified to the Stadium Safety Officer.
  • Vehicles parking close to the stadium are searched.

Closed Circuit Television (CCTV)

  • CCTV operators are certified.
  • Stadium entrances and exits are monitored, as well as other critical areas of the stadium.
  • Spectators and employees are monitored for suspicious behavior.
  • Monitor individuals standing in prohibited areas, taking pictures of the stadium without consent, drawing maps, or appearing in large groups outside the stadium during the event.

Managing Event Staff

  • Manager’s train and exercise event staff on emergency and evacuation procedures, including responding to bomb threats and identifying suspicious vehicles and persons.
  • Conduct background checks during staff recruitment: individuals are required to provide their name, date of birth, insurance (SSN) number, and proof that they are permitted to work in the country.
  • Staff members from outside the U.K. provide a passport and a Home Office document that permits them to work in the country.
  • Observe staff members exhibiting strange behavior.
  • Employees wear ID tags on them while working.
  • Contractors or agency staff wears credentials at all times.
  • Stadium Security Officers communicate with local police and the Counter Terrorism Security Advisor (CTSA) assigned to the respective stadium.

Lessons Learned: Application to the United States

Training

U.S. sport programs should consider training stadium ushers and event day staff in crowd control methods and spectator safety. Additionally, the sporting organization should conduct a continuous training and exercising program for event staff and evaluate staff members after each game to identify problems and address issues before the next event. Event staff members working stadium security should be certified and backgrounds checks conducted to prevent unwanted personnel gaining access to the venue. Furthermore, staff members should have permission to work within the United States.

Crowd Management

Sport programs experiencing illegal fan behavior or reoccurring crowd control issues may consider utilizing fan placement and ticketing strategies to divide opposing fans. Sport event managers may also utilize ticket taking and screening strategies by dividing fans into groups before they enter the stadium by establishing two entry lines – one group consisting of fans with tickets only, while the other group consists of fans with bags or other items that may need to be searched dependent upon the facility’s prohibited items policy. Management may also consider adopting Britain’s Football Officers Staff program, in which the sport leagues employ staff members to patrol not only the perimeter of the stadium, but also at any train, subway, and rapid transit stations, where fans meet to go to a game. Alcohol management is also critical. Alcohol consumption should be restricted to curb public disorder. Further, the sport organization may wish to ban any person who is arrested or ejected from a stadium and any person receiving a banning order could be prevented from attending games at home or away for a designated period of time, i.e. three years.

Security Management

Major sport stadia should have established a command and control center inside the stadium with surveillance capabilities, such as CCTV, and technological advanced tools, i.e. FacTrac. Management should designate a stadium security officer at each venue to coordinate security efforts and communicate with local police, fire, medical services, and emergency management. The stadium security officer should also collaborate with the noted agencies to conduct venue and event-specific risk assessments in order to determine threats and vulnerabilities. Conducting game/event assessments by “grading” each event individually will help take into consideration relative intelligence for the event, historical intelligence of the event, capacity of stadium, and expected attendance.

Best Practices/Standards/Legislation

Understandably, it would be very difficult to implement sport-specific safety and security legislation in the U.S. given the nature of the federal and state government systems; however sporting governing leagues should consider implementing safety and security standards and/or operational acceptance guidelines to ensure consistent safety and security practices across all venues. Furthermore, they can develop stadium design standards to set parameters for construction and design of the ground to reduce crowd management issues and the likelihood of a terrorist attack (similar to the Guide for Safety at Sports Grounds – Stadium Safety Certificate).

Conclusion

Due to major sporting disasters and loss of life, British sporting authorities and government implemented necessary safety and security standards and legislation to combat hooligan activities and terrorist threats. The U.S. sport industry should take a proactive approach to sport safety and security before a catastrophic incident occurs. Proven safety and security methods in the English Football League system have been highlighted for consideration. U.S. sport venue owners/operators should focus on mitigating risks and developing the most effective safety and security plans, policies, procedures, and protective measures.

References

BBC (2004). Police Chief’s stadium terrorism fear. Retrieved January 22, 2008, from http://news.bbc.co.uk/2/low/uk_news/wales/3549925.stm

Cotton, D.J., Wilde, T.J., Wolohan, J.T. (2000). Law for Recreation and Sport Managers. Dubuque, IA: Kendall Hunt Publishing Company.

Football fans crushed at Hillsborough. (1989). Retrieved October 11, 2007, from
http://news.bbc.co.uk/onthisday/hi/dates/stories/april/15/newsid_2491000/2491195.stm

Football. (2007). Retrieved January 22, 2008, from http://www.btp.police.uk/issues/football.htm Guide to Safety at Sports Grounds (2008). London: The Stationary Office.

Goss, B., Jubenville, C., & MacBeth, J.L. (2003). Primary principles of post-9/11 stadium security in the United States: Transatlantic Implications from British Practices. Available at: www.iaam.org/CVMS/Post%20911%20Stadium%20Security.doc

Johnson, W. O. (1988). Sports and Suds. Sports Illustrated, 78, 70-72. Retrieved February 10, 2009, from http://vault.sportsillustrated.cnn.com/vault/article/magazine/MAG1067600/1/index.htm

National Counterterrorism Security Office. (2006). Counter Terrorism Protective Security Advice for Stadia and Arenas. Association of Chief Police Officers in Scotland. Available at: http://www.nactso.gov.uk/documents/Stadia%20Doc.pdf

Neild, L. (October 31, 2007). Police fear new Liverpool stadium could be terrorist target. Liverpool Daily Post. Retrieved February 10, 2009, from: www.liverpooldailypost.co.uk.

Pearson, G (2006). Fig Fact-Sheet Four: Hooliganism. Retrieved October 11, 2007, from http://www.liv.ac.uk/footballindustry/hooligan.html

Stadia Safety and Security. (2005). The Prevention of Football Related Violence. FA Student Research Source. Available at: http://www.thefa.com/NR/rdonlyres/CEEB70F9-695A-4F70-8898-8BBE6BBC16BB/95078/1982Sec9.pdf Steinbach, P. (2006, September). Storm: A year removed from the dark days of hurricane Katrina, college athletic departments are now being viewed in a new light – as disaster response specialists. Athletic Business, 38-46.

Tackling Football Violence (n.d.). Football violence in Europe: tackling the problem. Social Issues Research Center. Retrieved February 10, 2009, from: http://www.sirc.org/publik/fvtackle.html

The Heysel Disaster. (2000). Retrieved October 11, 2007, from http://news.bbc.co.uk/2/hi/uk_news/768380.stm

Winter, H. (2002). Premiership safe from hooliganism. Daily Telegraph. Retrieved February 10, 2009, from http://www.telegraph.co.uk/sport/2428630/Premiership-safe-from-hooliganism-says-Scudamore.html

2016-04-01T09:53:07-05:00April 9th, 2010|Contemporary Sports Issues, Sports Management|Comments Off on An Examination of British Sport Security Strategies, Legislation, and Risk Management Practices

Stop the Presses!

Abstract

As professional athletes become increasingly frustrated with journalists, they are bypassing them with more than just statements of “no comment.” Instead, they are posting their own messages and updates on personal websites and Twitter accounts. And athletes are not the only entity demonstrating a decreased trust and reliance upon traditional journalism.

To begin with, technological advances have severely altered the manner in which information is communicated. The rapid growth of internet sites and other networking platforms is at the center of this change, offering immediate access to information for anyone who can type the word “google.” Further, blogging, texting, and tweeting have created a plethora of sources from which one can gain access to sports information. This has created major challenges for anyone working in the field of sports journalism.

Unfortunately, increased accessibility does not always lead to increased accountability. In fact, this enlarged market has led to decreased reliability as journalists feel augmented pressure to provide breaking news and headlines to gain public attention and revenue. Consequently, journalists are increasingly sensationalizing and dramatizing the personal lives of athletes in an effort to stay competitive.

As a result, this has caused a noticeable breakdown in the relationships between journalists and professional athletes; what was once a harmonious association is now caustic. As the trust between the two continues to dissipate, professional athletes are taking matters into their own hands, literally. They are tweeting and texting, updating their blogs and websites, all from the access of a phone in the palm of their hand. They are increasingly bypassing the need and desire to talk with journalists. As this battle rages on between journalists and professional athletes, technological advances will continue to aid the fight of the athletes.

Unfortunately, the express emergence of innovative, technological methods of communication have caused undocumented pressure to deliver a fresh, innovate story that will sell, which ultimately affects the sound principles of journalism – ethics, accuracy, and professionalism. As the presses start rolling to a halt, it is clear that any sports journalist refusing to follow the road of technological advances will ultimately fall behind the curve.

Introduction

This paper will examine the rapid evolution of traditional sports journalism. It will begin by suggesting a variety of driving forces fueling the shift from traditional journalism of pen and print, to click and internet. Then, it will discuss the implications this shift has upon the realm of sport; for it is not only journalists who are affected, but also professional athletes, sports organizations, and fans alike. As technological advances progress, and trusting, ethical relationships between journalists and athletes regress, there is danger that the presses may indeed come to a complete stop.

Definitions of Terms

Blog
a type of website, usually maintained by an individual with regular entries of commentary, descriptions of events, or other material such as graphics or video.
ESPN
Entertainment and Sports Programming Network
Facebook
Website for people to create personal pages on which they can post pictures and all manner of personal information and communicate with others.
TMZ
“Thirty Mile Zone” A term which originated in the 1960s due to growth of ‘on location’ shoots in Hollywood. A “thirty mile zone” was established to monitor the regulations of these shoots. Now, the acronym is used as a celebrity news source compromised of paparazzi who will report every minute detail of celebrities’ personal lives.
Twitter
Twitter.com is a social networking and “micro-blogging” website which enables users to write short messages to each other.

Review of Literature

Traditional, old-fashioned sports journalism highlighted the events of a game and the individual performances of athletes. People eagerly awaited the delivery of the morning paper to read the game summary and analyze the box scores; however times have changed. Not only are people no longer waiting for the newspaper to be delivered to their front door step, they are not even purchasing the paper at all. “Following an average drop of 10.6% in the last 12 months, daily newspaper circulation has fallen to a pre-World War II low of an estimated 39.1 million; which means only 12.9% of the U.S. population buys a daily newspaper,” (Mutter, 2009). The main reason for the decline is due to technological advances that allow instant access to every score, highlight, and play-by-play via internet websites, postings, and blogs. Certainly, the dying reliance upon the newspaper and printed word is causing a major change in the field of sports journalism; and there are a number of forces causing the presses to come to a halt.

Increased Accessibility & Immediacy

The most influential impetus behind the change in the field of sports journalism is the evolution of technology. There is no doubt we are living in a society bombarded by an explosion of mass media, and a demand to access information at a faster pace. This is proven by the fact that as newspaper and magazine sales continue to decrease, there is an immense increase in internet sites. The internet has revolutionized the world of sports journalism by providing immediate access through blogs, instant messaging, tweeting, Facebook, and a plethora of other platforms. Ultimately, the factors of increased accessibility and immediacy have forced traditional newspaper journalists to conform to a new system, or lose their position.

Further, due to the increased access of sporting events via the internet, satellite, and other advances in technology, a mere review of sporting events and scores is no longer as important to audiences. As Greg Bowers, an assistant professor at the Missouri School of Journalism stated, “The old reason for buying the paper is gone. What journalists are trying to do is create a new reason for buying the paper,” (Brown, 2008). This shift in focus, caused by pressure to compete with the immediacy and accessibility of the internet has caused the traditional newspaper presses to stop rolling.

Increased Competition & Pressure

To begin with, the increased market of media outlets has significantly increased the level of competition among journalists. In order to stay competitive, journalists began reporting on a variety of aspects that were only loosely, if at all, connected to the professional sports game. They began intruding upon aspects such as the owner’s hiring decisions, manager’s coaching decisions, and most importantly the personal lives of professional players.

In addition, in an attempt to stay competitive, newspaper and magazine editors began placing increased pressure upon journalists. In order to compete with the internet culture of reporting, journalists are increasingly being encouraged to look for stories outside the lines and boundaries of which they were traditionally accustomed. As Michael Rand, sportswriter for the Minneapolis Star, stated, “The 24/7 nature of news, an evolutionary trait that’s ossified over the past 20 years, compels reporters to dig ceaselessly for novel information, rather than hone stories,” (Rowe, 2008). In addition, many sports editors are forcing journalists to operate in a different manner by requiring them to create blogs online in addition to their traditional reporting. Further, to show the importance of these blogs, the success of the journalists is often evaluated by the number of “hits” or responses the blog incites. Due to the fact journalists are evaluated by this measure, they feel increased pressure to report on controversial issues that will attract the greatest audience. As a result, the pressure upon sports journalist to be the first to report breaking news began to cause a trend of irresponsible journalism.

Irresponsible Journalism

The simplicity of the concept of sports journalism is that it should be focused on sport; on the athletic talents of professional athletes, not their personal lives. Unfortunately, the increased competition and economic pressures have led to decreased ethics in reporting, as journalists are forced to develop the most controversial stories that will sell. Too often these stories are laden with sensationalism and scandal, and have the potential to tarnish an athletes’ reputation. Further, with the inception of numerous sport specific television stations, radio shows, magazines, and internet sites, a personal situation involving a professional team or athlete can be spread across the nation in a matter of seconds. “What has changed is the omnipresence of the technological mass media. What used to be whispered or spread through word-of-mouth is now available instantaneously to millions of people,” (Silverman, 1999). Therefore, the affects of irresponsible reporting on the personal lives of professional athletes can be extremely damaging.

For example, one newspaper, The News & Observer, did more harm than good in its coverage of the Duke Lacrosse scandal. Instead of focusing on the facts of the case, the newspaper caused additional conflict and controversy as it indulged in speculative information. Worse, the newspaper then blamed the players involved for not being available for interviews so they could print the truth. “We were hampered early on by the unwillingness of the players, their families or other representatives to speak with our reporters,” (Ham, 2007). Further, they went on to admit, “some of our coverage played to stereotypes, and a couple opinion columns drew sweeping conclusions too quickly.” This irresponsible reporting has been more and more widespread, as journalists compete with each other for the best story to attract attention and make revenue. Unfortunately, this type of journalism results in more sensationalized, opinionated stories rather than fact-filled reporting.

Just the Facts

Another problem with the current trends of sports journalists is that instead of focusing on providing necessary information, they take provocative stances on issues, speculate details, and share more opinions than facts. One example is the case with NFL player Sean Taylor, who after being shot, journalists decided to focus on his negative past and rap sheet to fill time until more information was made available about the investigation of his death. Despite the claims of ESPN senior vice president and director, Vince Doria, who stated, “I don’t know how you could have ignored his past offenses, but the directive to shows was to take steps not to link that behavior to this incident,” (Schrieber, 2007). Apparently, no one received that memo. Instead, in the absence of facts, journalists filled the headlines with all of his past illegal behaviors, speculating the cause of his death. In the process, they tore apart the reputation of a dead man. One has to wonder how that reported negativity affected his family, and if the actions of journalists in this situation were truly responsible and ethical.

Societal Demands

Certainly, society is also to blame for the alteration of focus in the field of sports journalism. For, as a society, we yearn most for two types of media stories; those involving celebrities and those involving drama. Therefore, the arrests, club brawls, domestic violence, and extra-marital affairs by professional athletes are certain to peak our interest and draw our attention. As proof of the desire for this trend in journalism, it is these controversial stories that are given the most attention, never failing to make the front page headlines and nightly highlight reels. According to a study by Richard Lapchick, director of the Institute for Diversity an Ethics in Sports, “What we’ve seen is about 100 athletes a year, on average, arrested for violence against a woman and 75 for some form of recreational drugs. So roughly three times a week, you pick up a paper or watch TV, see something like that, and it creates an impression in people’s minds that there’s a pattern,” (Litke, 2006). This creates a negative image of athletes in the minds of society, and a distrust of journalists in the minds of athletes.

Professional Athletes Fed Up With Sports Journalists

Due to the reasons discussed above, an increasingly contentious relationship is developing between sports journalists and professional athletes. The recent situation with Tiger Woods serves as a poignant example of the conflict, as journalists bombarded into his personal life. Since the Woods predicament began, journalists have been shouting for Tiger to come forward, talk to them, and present his side of the story. Woods, however, has chosen to take a different approach and remain hidden and quiet; a move that has seemingly infuriated the media. In fact, Woods shared more information with the public through his own methods than he did through journalists. While he told reporters he was unavailable and had no comment, he communicated through posts on his Web site. Despite his silence, journalists have fought hard to create stories and report on Woods’ transgressions, as evidenced by reports from the News Coverage Index that report 6% of the entire world news was dedicated to Tiger’s situation the week the story broke. Further, journalists continue to follow Woods’ personal life as he admitted himself to a sex addiction recovery program, certainly a private matter, and none of the public’s business, but that has not stopped the published stories, and the continued invasion into his private life.

As Tiger quietly made a statement that he refuses to play into the media game, society must understand that this all is just a game; a game driven more by profit than ethics. This is evidenced by the fact that photographs of Tiger with another woman were first discovered over a year ago, but the media made a deal that in exchange for not publicizing the pictures Woods would do a cover story for Men’s Fitness magazine, (Goldstein, 2009). Therefore, if it were simply about reporting what is right instead of making a profit, the Woods story would have been leaked long ago. It seems all but perhaps one journalist understands and agrees. Jason Whitlock, reporter for FoxSports.com, was one of the few journalists to admit the media was in the wrong. “It’s important for the public to know that the media act dishonestly all the time. We’re far more phony than Tiger Woods ever could be,” (Whitlock, 2009). He further admits, “This whole affair highlights why the mainstream media have lost the public’s trust. We don’t deserve it. We’re controlled by hidden agendas,” (Whitlock, 2009).

Effects of the New Game Plan

The two most detrimental effects of the changes occurring in the field of sports journalism are the decrease in accuracy of sports journalism, and the deterioration of the relationship between journalists and athletes.

Accuracy in Jeopardy

One result of “searching for a story that will sell,” is that journalists often report more opinion than fact. A recent survey confirms an “observed trend in the media around the world of almost a race to the bottom in terms of superficial content in sports coverage focusing on personalities, events and gossip rather than much if any serious content, and almost nothing on the political, economic and social aspects of sport,” (Davies, 2002).

An additional problem is the lack of concern by journalists when they report incorrect information. “In the olden days of newspapers, if you were wrong, you had to write a correction in the next day’s paper and go to the editor’s office and explain why and how you screwed up. That correction also showed up on your annual review. The only repercussions today is a lack of credibility,” (Davies, 2002). Ultimately, there are many concerns causing feelings of resentment and caution when it comes to the recent trends of mass media sport reporting. Even if journalists report erroneous information, the more sensationalized, the greater audience attracted. Therefore, journalists are rewarded for reporting quickly, regardless of the accuracy.

In addition, accuracy will continue to be compromised as journalists now have to compete with a whole new beast of independent bloggers. As almost anyone can post a blog, the lines have become blurred as to who is the reporter and who is the audience. Ultimately, the influx of bloggers impacts the accuracy and credibility of traditional, professional journalists. In fact, major problems with accuracy have already begun to appear, as evidenced by the erroneous, premature Twitter message that stated NFL player Chris Henry had died, when in fact he was still alive at the time. Compounding the problem is that “Gossip Web sites that don’t reveal their sources and tabloids better known for stories on extraterrestrial sightings have apparently become reliable sources of information,” stated Chris Zelkovich, writer for the Toronto Star. Further, as new sites begin to emerge, such as the innovative TMZ sports specific gossip blog, sports journalists will have to fight even harder to keep a sense of trust and accuracy in reporting. “This new TMZ publication could be an “industry game changer that could somewhat destabilize ESPN’s complete dominance over the field of the sports blogosphere,” (O’Keefe).

Declining Ethics

Another aspect that has been affected by the shifts in sports journalism is the level of ethics among sports journalists who report upon the personal lives of professional athletes. While sports journalists continue to report negative stories about professional athletes, they neglect to understand the affects of their reporting. As a result of their pursuit to be first to report a story, or gain publicity, journalists end up tarnishing the images of professional athletes forever.

Surely, it would be considered irresponsible reporting if a sports journalist did not disclose an athlete’s negative behaviors that directly affected his sports performance. For example, when an athlete has admitted to using steroids, or other performance-enhancing drugs, the action directly affects their professional skills or job. However, if it has nothing to do with their sports-performance, then is it ethical to report it to the rest of the world? For example, the adulterous behavior of Tiger Woods is mortifying to many, but it does not directly involve, nor affect, his performance as a professional athlete. Regardless that one would be hard-pressed to find someone to condone his behavior, it is still part of his personal life that is none of the public’s business. However, as a result of the media continually reporting every detail of his private situation, sponsors were forced to cease their endorsement deals with Woods. They could not afford the potential negative publicity associated with him. As a result, Tiger will lose an estimated $110 million a year in endorsements, (Park, 2009).

Therefore, in the end, the media intrusion not only cost him his privacy, it also caused him to lose his reputation, his endorsements, and subsequently millions of dollars. It is hard to easily accept this, as the other side of the coin is that sports media and journalists profited millions off of their reporting. This further proves that journalists are more interested in profit than ethics. Tiger Woods’ golf swing earned him a number one rank in the world for all but 32 weeks of the past decade; however, due largely in part to the over-involvement of journalists, ironically the swing his wife took with a nine iron served as the impetus for landing him in the largest sand-trap of his life.

Severed Relationships

One major affect of the increased personal reporting of journalists is a breakdown in what was originally a harmonious relationship with professional athletes. It was a simple process – professional athletes played games, journalists reported on games, and fans were informed. In fact, it has been a well-known fact that journalists have developed unique, personal relationships with professional athletes. So unique, an unspoken agreement has been conjured in which journalists usually agree to turn a blind eye to extra-marital affairs, gambling, or other unethical behaviors. As explained by Tom Jolly, The Times’ sports editor, “The general policy is that we try to limit what we report to whether it affects on-field play,” (Calderone, 2007). As long as the action had nothing to do with the performance of the athlete on the field, it was off the record. Unfortunately, as times have changed, so has the focus of journalists and their relationship with professional athletes. One of the first examples to illustrate the change was a situation that occurred with MLB player, Alex Rodriguez. In 2007, a newspaper published a picture of Rodriguez out on the town with a woman who was not his wife. “When I saw it and heard it, it was like ‘Wow!’ This was very, very different from my own experience in covering teams. It felt like the line had been moved,” stated Buster Olney, a former Yankees beat reporter for The Times, (Calderone, 2007). Some reporters suggested the Rodriguez story broke the mold because he was generally not well-liked by reporters. Others propose it had to do with the fact he was the highest-paid player in baseball, yet not living up to team or fan expectations. Regardless of the reason for publishing the story, the information had nothing to do with his athletic performance or ability. Sports journalists invaded his private life simply to make a profit, with no concern for how it affected him. As evidenced by a spokeswoman from the newspaper that printed the story, Suzanne Halpin, “It was the biggest story in town last week, and we’re proud to have broken it,” (Calderone, 2007). As journalists find ways to rationalize and defend reporting of this nature, it is clear the lines of ethics are beginning to be crossed and the relationships between journalists and athletes will ultimately sever.

While it seems it would be advantageous for sport journalists and professional athletes to work with and depend on each other, the level of mistrust between the two only seems to increase. “Sports journalists are in the proverbial know, and they dispense with incredible vigor their judgments against the personal character of players and coaches,” (Rowe, 2008). Due to the fact that many journalists are increasingly crossing the lines with their content and level of reporting as they dig for stories, many athletes fear being misrepresented. An invasion of personal lives, characterized by false accusations, sham allegations, and rampant sensationalism create skepticism by athletes. As a result, the relationship between journalists and athletes begins to deteriorate. As Sports Illustrated states, “The clubs and the media, as if stuck in a bad marriage, have grown apart,” while Kansas City Royals’ pitcher David Cone said, “We feel like targets; a lot of times the media is looking for a reason to get on you. Negativity sells.” As journalists incessantly and greedily search for controversial issues, players become increasingly frustrated and furious at the invasion of their personal lives. Ultimately, this is leading to athletes taking matters into their own hands through the use of social networking sites.

Summary and Conclusions

Increase of Social Networking Sites

Ultimately, as the credibility of journalists continues to decline, a new generation of sports coverage is developing. Certainly, one of the most influential changes in the field of sports journalism is the increase of social networking. Social networking sites such as blogs, Facebook, MySpace, and Twitter are surging among all spheres of the population, and emerging as a powerfully influential trend in sports. In fact, frustrated athletes are utilizing these high-tech platforms as their own, more controlled, means of communication in order to avoid the traditional sources of implausible media. In addition, as these technological advances afford professional athletes greater access to audiences than traditional news sources, they continue to complicate the process for journalists.

First and foremost, social networking sites allow athletes to share their thoughts and feelings first-hand without having to go through traditional methods such as journalists. Some recent examples of athletes using the non-traditional media are Denver Broncos player, Brandon Marshall, who refused to talk to the media, but instead posted a blog on his website informing fans that it was time he left Denver. Likewise, former Red Sox pitcher Curt Schilling used his blog to announce his retirement. In addition, NBA player Shaquille O’Neal reported most of the surrounding news of his trade through Twitter instead of using a traditional journalist.

In fact, Twitter is perhaps one of the most popular sites among professional athletes. Twitter acts as a type of social media database, allowing people to share brief messages and information; and its popularity is evidenced by the 1,382 percent increased visits between the years of 2008 and 2009. Further, while the service does not release numbers on how many people have signed up for the service, the media estimates put the number at around 6 million, (Valade, 2009). These numbers make Twitter the fastest growing member community destination. This increase in the use of networking sites will undoubtedly continue to decrease the use and need of traditional journalism.

Additional examples of the use of Twitter can be found through a variety of athletes. Fed up with drug allegations, Lance Armstrong did not want to talk to the media anymore. Instead, he sent out real-time messages on Twitter, including a time-sensitive post that French anti-doping authorities had dropped charges against him for failing to follow testing protocols, released before journalists had a chance to report it. In addition, NBA player, Kevin Love, used Twitter to announce his coach had been released. He was the first one to make the announcement, before any other media source.
Further, professional athletes are even using Twitter to promote their own personal websites. This can attract and lead fans to their sites where they have increased control as to the manner in which information is presented. It also affords athletes a chance to reply or refute stories journalists may present. In addition, professional athletes are increasingly able to expose themselves in a positive manner, attract fans, and gain publicity, which can lead to increased popularity and lucrative contract deals, something for which they used to rely upon traditional journalists. Ultimately, publicity sells, and professional athletes are making smart business moves with these new social networking platforms.

Even the professional leagues are using these new social networking sources. The NFL used Twitter to announce draft selections; the NHL used Twitter to reach over 234,000 people on opening night of the playoffs; and the NBA team, the Portland Trailblazers, credit Twitter to drawing more than 10,000 fans to a playoff rally, (Whiteside, 2009). In fact, most professional sports teams now have their own Twitter accounts which they use to promote ticket giveaways and other marketing campaigns. Even college programs are beginning to utilize Twitter as a major form of communication. “Social media presents a range of new opportunities and a complete increase in control of coverage for universities and professional sports teams,” (O’Keefe, 2009). This will ultimately affect the manner in which traditional journalists are used to report both professional and college athletics. As these organizations engage in their own forms of promoting themselves through social media, they can even gain increased revenue by selling ads on their own sites. Ultimately, this furthers that amount of competition journalists have to face, and pushes them farther into being obsolete.
Certainly, one of the main concerns among traditional media sources is that as the popularity of these social networking sites increase, the need for traditional media sources may decrease. “Celebrities are using social media and bypassing media gatekeepers,” (McCracken, 2009). This is especially true as the audience of Twitter has been proven to consist of a majority of adults. “Use of social networking by people aged 35 to 54 grew 60 percent in the last year,” (Miller, 2009). While traditional newspapers may not be hit as hard when teenagers, who never bought their newspaper, use these forms of technology, they do feel the impact when adults start blogging and tweeting instead of flipping the pages of a newspaper.

Conclusion

The profession of traditional sports journalism is on the brink of extinction. In fact, Fox Sports analyst, Jason Whitlock, recently made the claim that “ESPN killed sports journalism.” He believes the corporation was responsible for overpaying and showering the most talented sports writers with fame to the point in which they became more concerned about appearance than content, (Whitlock, 2009). Indeed, his analysis of the death of sports journalism is abundantly supported. Increased accessibility, competition, and pressure are at the core of the collapse of traditional sports journalism. In addition, irresponsible journalism, societal demands, and the increasing frustration of professional athletes have helped fuel the negative image of journalists. As a result, there has been a decline in ethics and professionalism, which has ultimately led to severed relationships with professional athletes and sporting organizations.

In addition to the driving forces mentioned above, technological advances continue to impact the field of sports journalism. The almost incalculable increase in the use of social networking sites allows anyone and everyone to post information, which is accessible 24/7. This saturated market impels an immense level of competition among journalists, forcing them to conform or become a nonentity. “The traditional game story died years ago. Offering depth and analysis and telling the behind-the-scenes stories is where sports journalism has gone. Whether it’s the right direction has yet to be determined,” (Brown, 2008). There is no doubt the business of sports journalism has been altered, and unless traditional journalists and newspaper organizations conform to the changes, the presses will undoubtedly roll slower and slower until they come to a complete stop.

References

Arango, T. (2009, April 27). Fall in newspaper sales accelerates to pass 7%. New York Times. Retrieved July 10, 2009, from http://www.nytimes.com/2009/04/28/business/media/28paper.html.

Barrett. W. (1994, January). Us vs. them: athletes and the media. USA Today. Retrieved July 1, 2009, from http://findarticles.com.

Brown, G. (2008). Truth be told. NCAA. Retrieved from http://www.ncaachampionmagazine.org/Championship%20Magazine/ChampionMagazineStory/Articles0708/tabid/84/articleType/ArticleView/articleId/164/Default.aspx.

Calderone, M. (2007, June 5). Hey, A-Rod! Smile! The New York Observer. Retrieved from http://www.observer.com

Cutbirth, J. (2010, January 2). Leach incident shows ESPN ethics stink. Huffington Post. Retrieved from http://www.huffingtonpost.com/joe-cutbirth/leach-incident-shows-espn_b_409270.html.

Davies, R. (2002, November 11). Media power and responsibility in sport and globalization. Play the Game. Retrieved July 10, 2009, from http://playthegame.org.

Feinstein, J. (2007, July 24). Sports reporter discusses recent sports scandals. PBS. Retrieved from http://www.pbs.org/newshour/bb/sports/july-dec07/scandals_07-24.html.

Ham, J. (2007, April 16). Media rehab and the Duke lacrosse case. Carolina Journal Online. Retrieved July 5, 2009, from http://www.carolinajournal.com/mediamangle/display_story.html?id=4011.

McCracken, E. (2009, December 21). Local professors discuss how the Tiger Woods, live controversies are changing the media game. Retrieved from http://www.flipsidepa.com.

Miller, C. (2009, August 25). Who’s driving twitter’s popularity? Not teens. The New York Times. Retrieved from http://www.nytimes.com.

Mutter, A. (2009, October 26). Record plunge: newspaper circ at pre-WWII low. Retrieved from http://newsosaur.com.

O’Keefe, C. (2009, December). Sports information directors beginning to value social media over mainstream coverage. Past the Press Box. Retrieved from http://www.pastthepressbox.com

Rice, J. (2009, June 29). Sports leagues as media moguls: what happens when the people we cover start to control the news? Nieman Journalism Lab. Retrieved from http://www.niemanlab.org/2009/06/sports-leagues-as-media-moguls-what-happens-when-the-people-we-cover-start-to-control-the-news/.

Rowe, M. (2008, April 3). How sports writing lost its game. Retrieved from http://www.utne.com

Schreiber, L. (2007, December 10). Proportion, perspective missing ingredients in news coverage. Retrieved July 1, 2009, from http://sports.espn.go.com.

Whitlock, J. (2009, December). Here’s truth behind Tiger Woods scandal. FoxSports. Retrieved from http://msn.foxsports.com

2013-11-25T17:55:19-06:00April 9th, 2010|Contemporary Sports Issues, Sports Management|Comments Off on Stop the Presses!

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
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