2020 ◽  
Vol 14 (1) ◽  
pp. 72
Author(s):  
Tim Wilson
Keyword(s):  

2020 ◽  
Vol 12 (22) ◽  
pp. 9664
Author(s):  
Pamela Wicker ◽  
Bernd Frick

This study examines the value of professional winter sports to the Austrian resident population in the context of three major sporting events (the 2017 World Championships in Alpine Skiing, the 2018 Winter Olympics, and the 2019 World Championships in Nordic Skiing). In nationwide population surveys (n = 2289), the contingent valuation method was employed, and the respondents were presented with two scenarios asking for their willingness-to-pay for live broadcasts and long-term athlete development. The aggregate willingness-to-pay amounted to €42 million (for live broadcasts) and about €800 million (for athlete development). However, only about 20% of the residents expressed a positive willingness-to-pay. The respondents’ willingness-to-pay is not only determined by well-studied factors like consumption capital, intangible factors, and socio-demographics, but also by life satisfaction. The willingness-to-pay for live broadcasts is comparably higher for alpine skiing, while the willingness-to-pay for athlete development is higher for Olympic winter sports athletes. The findings have implications for sport policy and sport finance, highlighting the challenge of turning public sport consumption into a willingness to contribute financially to sustainable athlete development.


2008 ◽  
Author(s):  
Joris Drayer ◽  
Daniel A. Rascher
Keyword(s):  

2015 ◽  
Vol 9 (2) ◽  
pp. 79-90 ◽  
Author(s):  
Angela Lumpkin ◽  
Rebecca M. Achen

Despite what many claim, just because there is teaching does not mean there is learning. Clear and convincing evidence supports changing the instructional paradigm to a learner-centered classroom. Flipping a class shifts the delivery, often through technologically presented lectures, to free class time for student participation in a plethora of learning activities, such as think-pair-share and discussions, leading to student perceptions of greater learning and more enjoyment. In an action research approach with one class, 72% of juniors and seniors in an undergraduate sport finance and economics class reported out-of-class lectures often positively impacted their learning, and the remaining 28% responded these lectures did sometimes. End-of-course evaluations and surveys were overwhelmingly positive about class engagement, interaction, and enjoyment.


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