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Open Access
Article
Publication date: 25 June 2021

Stephen P. Hebard, Lindsey R. Oakes, Ann Kearns Davoren, Jeffrey J. Milroy, Jody Redman, Joe Ehrmann and David L. Wyrick

The coach−athlete relationship mediates the relationship between sports participation and student-athlete character, health and well-being outcomes. High school athletic…

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Abstract

Purpose

The coach−athlete relationship mediates the relationship between sports participation and student-athlete character, health and well-being outcomes. High school athletic administrators (AAs) can provide critical leadership, mentorship and direction for coaches to optimize student-athlete performance and human development. Social and emotional learning (SEL) is an evidence-based approach to developing adult and student competencies for holistic development across the lifespan that has been primarily performed and researched in the classroom. The purpose of this research is to capture the lived experiences of AAs applying a novel SEL-based curriculum (InSideOut Initiative, ISOI) with coaches and student-athletes in high school sports.

Design/methodology/approach

Interviews of 10 AAs captured their lived experiences of applying SEL-based leadership and coaching and their perception of its impact on coaches and student-athletes in high school athletics.

Findings

AAs described leadership and coaching that are characterized by (1) safety, support and mentorship; (2) skill and support-based behavior modeling; (3) trusting, loving and supportive relationships; (4) self-reflection of values/beliefs and behaviors that impact self, student-athlete and culture; (5) the influence of emotions on the aforementioned; (6) the ability to have a long-term, sustainable impact on student-athletes and (7) alignment with their immediate environmental context.

Research limitations/implications

The data captured in this study suggest that ISOI-trained AAs practice SEL-competent leadership and coaching. Evaluation of the novel application of SEL-based interventions in athletics will be useful to understanding their effects on participant social and emotional competencies and outcomes traditionally associated with classroom-based SEL applications.

Practical implications

Athletic administrator interviews describe an approach to high school sports that requires a reconceptualization of the purpose of athletics. When the high school sport operates as a curriculum, integrated opportunity for its student-athletes and athletic administrator and coach leadership aligns with this overarching philosophy, there may be increased potential for positive youth development.

Originality/value

The results of this research are valuable in demonstrating preliminary evidence of how SEL-based leadership and coaching is applied and impacts adult and student-athletes in a unique sport context.

Details

Journal of Research in Innovative Teaching & Learning, vol. 14 no. 3
Type: Research Article
ISSN: 2397-7604

Keywords

Book part
Publication date: 7 September 2011

Vicki A. Williams

This chapter focuses on the career paths of African American women in collegiate athletics. Through a review of literature and policy analysis, three overarching themes emerged…

Abstract

This chapter focuses on the career paths of African American women in collegiate athletics. Through a review of literature and policy analysis, three overarching themes emerged and is the focus of this chapter: (1) challenges and barriers African American women encounter in pursuing careers in collegiate athletics with a particular focus on extant inequities of African American women in administrative and head coaching positions; (2) professional sport development programs tailored to improve career opportunities for African American women and other minorities; and (3) strategies to alleviate challenges and barriers African American women endure in collegiate athletics.

Details

Women of Color in Higher Education: Changing Directions and New Perspectives
Type: Book
ISBN: 978-1-78052-182-4

Article
Publication date: 1 August 2016

Timothy B. Kellison, Jordan R. Bass, Brent D. Oja and Jeffrey D. James

The practice of an interscholastic athletic department reproducing the logo of a collegiate team for its own use is becoming increasingly visible. In response to this growth, many…

Abstract

Purpose

The practice of an interscholastic athletic department reproducing the logo of a collegiate team for its own use is becoming increasingly visible. In response to this growth, many collegiate licensing departments have begun actively enforcing zero-tolerance policies that prohibit third parties from using their respective colleges’ trademarks. Conversely, other institutions have exercised discretion by allowing high school programs to use their athletic departments’ logos only after receiving assurances from the high school that it will adhere to strict usage guidelines. The paper aims to discuss these issues.

Design/methodology/approach

The paper provides a thorough discussion on the concept of brand dilution and its application to sport. More specifically the study gives an account of the strategies employed by trademark specialists to protect (and in some cases, enhance) the equity of their brands. To identify these strategies, a qualitative questionnaire was employed, which was completed by 13 brand managers representing institutions from the Atlantic Coast Conference, Big 12 Conference, Big Ten Conference, Mid-American Conference, Missouri Valley Conference, Pac-12 Conference, and the Southeastern Conference.

Findings

Qualitative questionnaire responses from collegiate brand managers suggest that licensing departments differ in their perceptions of the outcomes associated with allowing logo replication in high school athletic departments.

Originality/value

Perceived consequences of two enforcement strategies – prohibitive and cooperative – are highlighted, as are implications and directions for future research.

Details

International Journal of Sports Marketing and Sponsorship, vol. 17 no. 3
Type: Research Article
ISSN: 1464-6668

Keywords

Article
Publication date: 16 September 2013

Stephen Sauer, Scott Desmond and Martin Heintzelman

This paper aims to examine how participation in varsity athletics during college affects career success in the first decade after graduation. The paper predicted that…

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Abstract

Purpose

This paper aims to examine how participation in varsity athletics during college affects career success in the first decade after graduation. The paper predicted that student-athletes would develop greater mentoring skills and emotional intelligence, leading to higher starting salaries as they enter the professional workforce and faster rates of salary growth as their careers progress.

Design/methodology/approach

Cross-sectional nationwide survey study.

Findings

The paper finds that former collegiate athletes score higher on measures of mentoring and emotional intelligence and have higher salaries through the first ten years of their careers than their non-athlete counterparts. The paper also finds that there are significant interaction effects for gender, such that male athletes score higher than male non-athletes on measures of mentoring and emotional intelligence, while female athletes score the same as non-athletes on these measures. Gender also impacted salary differences, such that at the start of their careers, female student-athletes enjoyed a significant salary boost relative to male athletes and both male and female non-athletes, but saw this advantage decrease within five years and disappear altogether by the time they had worked ten years.

Originality/value

This study highlights the ways in which participation in collegiate sports affects student-athletes, and how these effects differ for men and women. These findings are worthy of continued investigation and should encourage scholars to question how activities beyond the classroom might affect students' preparation for life and careers after college.

Details

Personnel Review, vol. 42 no. 6
Type: Research Article
ISSN: 0048-3486

Keywords

Book part
Publication date: 27 October 2005

Janet Enke

Over 30 years have passed since the enactment of Title IX, the legislation that required all schools receiving federal aid to provide “equal opportunity for both sexes to…

Abstract

Over 30 years have passed since the enactment of Title IX, the legislation that required all schools receiving federal aid to provide “equal opportunity for both sexes to participate in interscholastic, intercollegiate, intramural, and club athletic programs” (East, 1978, p. 213). Since 1972, girls’ and women's sport participation has increased in high schools, colleges and universities, the Olympics, and professional sports. Researchers interested in the study of gender and sport have raised critical questions and conducted empirical research concerning the meanings of masculinity and femininity, the implications of sport participation, the meanings of heterosexuality and homosexuality, gender equity, and media coverage of sports (Dworkin & Messner, 2002). One persistent theme in the literature on girls’ and women's sport participation is the connection between athleticism and femininity. Historically, researchers have used the role conflict perspective or the apologetic defense strategy to examine girls’ sport participation. In this chapter, I analyze athleticism and femininity on a high school basketball team using a third framework.

Details

Sociological Studies of Children and Youth
Type: Book
ISBN: 978-0-76231-256-6

Book part
Publication date: 2 June 2022

Tomika Ferguson and Mahauganee Shaw Bonds

With heightened national attention placed on race and gender identity, the ability and preparedness of students to engage in critical conversations on such topics and with diverse…

Abstract

With heightened national attention placed on race and gender identity, the ability and preparedness of students to engage in critical conversations on such topics and with diverse groups is of much concern to educators. High school student-athletes are frequently thrust into the spotlight on topics related to race and racial identity, due to their hypervisibility and role as representatives of their schools. This chapter uses current events involving Black girl, high school, student-athletes to demonstrate how racialized and gendered experiences may shape how they understand themselves as well as their school and non-school environments. Further, this chapter includes a study that highlights the narratives of two Black female college athletes who, when prompted to discuss racialized and gendered experiences, shared stories that highlighted their primary and secondary educational experiences. These narratives identify school diversity and fitting in, and the coach as influencer as salient themes from the study. This illuminates the influence of early racialized encounters and the salience of those occurrences in shaping the way Black girls think about their own racial and gender identity development. In closing, this chapter calls on educators to prepare themselves to facilitate conversations about race through the use of equity audits, effective programming for Black girls, and a call for education advocates for Black girls in preK-12 environments.

Details

African American Young Girls and Women in PreK12 Schools and Beyond
Type: Book
ISBN: 978-1-78769-532-0

Keywords

Article
Publication date: 1 September 2003

Bill Bondurant and Brian H. Kleiner

Title IX is the federal law that prohibits sex discrimination in education, and while Title IX addresses a wide variety of educational issues, issues relating to athletics are the…

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Abstract

Title IX is the federal law that prohibits sex discrimination in education, and while Title IX addresses a wide variety of educational issues, issues relating to athletics are the most contentious. Through Title IX, the federal government is attempting to right the wrongs of past discrimination by requiring schools that receive federal funds to give men and women an equal opportunity to play sports. The law provides for three methods by which schools can meet this requirement: proportionality, an ongoing practice of expanding athletic opportunities for the under‐represented sex, or an athletic programme that accommodates the interests and abilities of the underrepresented sex. Critics state that Title IX forces high schools and colleges to cut men’s sports programmes in order to meet the requirements of the law. This article will discuss recent court cases, articles, and events surrounding Title IX and how these events may affect the future of the law.

Details

Equal Opportunities International, vol. 22 no. 6/7
Type: Research Article
ISSN: 0261-0159

Keywords

Book part
Publication date: 5 December 2022

Colleen English and Lindsay Parks Pieper

The aim of this chapter is to examine and challenge the fairness rhetoric used by many US lawmakers to prevent trans girls and women from participating in school sports…

Abstract

The aim of this chapter is to examine and challenge the fairness rhetoric used by many US lawmakers to prevent trans girls and women from participating in school sports. Legislators embrace faulty scientific claims to assert unfairness based on physiology and many sport philosophers work from the premise that the first priority of sport is to be competitively fair. We argue that this is a misguided notion and that sport must be just before it can be fair. Using Iris Marion Young's framework of justice, we contend that excluding trans athletes from school sport is an injustice. We propose that focusing on the eradication of injustice is the ethical path forward for the inclusion and full participation of trans people in sport.

Details

Justice for Trans Athletes
Type: Book
ISBN: 978-1-80262-985-9

Keywords

Article
Publication date: 2 April 2020

Armin Marquez, Beth A. Cianfrone and Timothy Kellison

The paper investigates the factors influencing spectators’ adoption of digital (mobile) ticketing by expanding the Technology Acceptance Model (TAM; Davis, 1989) to include two…

Abstract

Purpose

The paper investigates the factors influencing spectators’ adoption of digital (mobile) ticketing by expanding the Technology Acceptance Model (TAM; Davis, 1989) to include two variables overlooked in previous ticketing research: (1) trust of digital ticketing and (2) willingness to pay convenience fees. The study provides information on consumer behavior that may aid sports managers’ decision-making.

Design/methodology/approach

Through a paper-and-pencil survey of high school American football spectators (N = 523) over 12 games, the study examined perceived ease of use, perceived usefulness, the trust of digital ticketing, willingness to pay convenience fees and their effects on spectators’ intention to use digital ticketing.

Findings

Trust of digital ticketing, willingness to pay a convenience fee and the perceived ease of use were found to influence the perceived usefulness of the technology, which, in turn, had a significant effect on the intention to use. Willingness to pay fees also had a direct effect on intention.

Research limitations/implications

Although every intention was made to ascertain a diverse sampling of schools (urban vs. suburban, large vs. small), it is worth noting that the sample location may be a limitation for the overall applicability.

Practical implications

The manuscript includes practical applications for marketers and ticket sales staff. Digital (mobile) ticketing is on the rise. As segments like high school athletics adopt the technology, spectators’ evaluation of digital ticketing must be considered, given its impact on intentions to use.

Originality/value

The findings support the use of willingness to pay convenience fees and trust of digital ticketing as considerations in the TAM for understanding digital ticketing.

Details

International Journal of Sports Marketing and Sponsorship, vol. 21 no. 3
Type: Research Article
ISSN: 1464-6668

Keywords

Book part
Publication date: 9 September 2020

Shih-Yung Chiu

This study aims to examine the effects of participating in physical activities on female college graduates' starting salaries. We used an instrumental variable (IV) approach to…

Abstract

This study aims to examine the effects of participating in physical activities on female college graduates' starting salaries. We used an instrumental variable (IV) approach to address the possible endogeneity problem. By using the Taiwan Higher Education Dataset, we discovered that participating in physical activities during college increased an individual's earnings by 3.06%. The significant positive effect of physical activity on salary demonstrated in this study is consistent with that in other relevant studies. This study also discovered that both the intensity and the persistence of participation in physical activities affected salary outcomes. Individuals earned 0.17%–2.41% more if they exercised for an additional hour per week, suggesting the importance of the intensity of participation in physical activities. In addition, persistent participation in physical activities was associated with a 3.08% higher salary.

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