The relationship between athletic team fiscal expenditures on athletic and academic success for NCAA Division II football and basketball programs

Athletics at National Collegiate Athletic Association schools have played a major role in the educational experience of students, alumni, and surrounding communities since they were first introduced to college campuses. This study examined the relationship between athletic team fiscal expenditures on athletic and academic success for NCAA Division II football and men's and women's basketball programs. There was a void in the literature as it relates to the relationship of athletic spending on specific sports at the Division II level. The quantitative study used correlation and regression analyses. This study found a positive statistically significant relationship between athletic spending and overall win percentage in all three sports. Only women's basketball demonstrated a statistically significant relationship between Academic Success Rates scores and total team expenses. Recommendations for future research include utilizing total athletic department expenses to evaluate the relationship with academic success of all sports at an institution. As sport-specific expenses may not be used to support academic services within the sport, total athletic department expenses may better represent a university's commitment to its student-athletes' academic success.

Comparison of Energy Expenditure Observed between Scheduled Activities in Collegiate Team-Sport Female Athletes

Energy needs of female team-sport athletes are poorly understood with no evidence highlighting differences present between scheduled activities. The purpose of this study was to examine the difference in energy expenditure between NCAA Division II female basketball (BBALL) and lacrosse (LAX) athletes during different scheduled team activities. Female BBALL (n = 13; 19.8 ± 1.3 yrs; 173.9 ± 13.6 cm; 74.6 ± 9.1kg; 27.1 ± 3.2%fat) and LAX (n = 20; 20.4 ± 1.8yrs; 168.4 ± 6.6cm; 68.8 ± 8.9kg; 27.9 ± 3.1%fat) athletes were outfitted with heart rate and activity monitors during four consecutive days on five different occasions (20 days total) across an entire academic year to assess differences in total daily activity energy expenditure (TDEE), activity energy expenditure (AEE), and physical activity level (PAL). Data were categorized by type of scheduled daily activities: Practice, Game, Conditioning, or Off. Independent of day type, TDEE, AEE, and PAL levels were greater (p < 0.05) in BBALL athletes. For each sport, TDEE, AEE, and PAL were significantly different (p < 0.05) between classified activity days. BBALL and LAX athletes experienced higher values on game days for TDEE, AEE, and PAL, with the lowest values experienced on off days. In conclusion, calculated levels of TDEE, AEE, and PAL in female collegiate BBALL and LAX athletes were determined to be different, irrespective of the scheduled activity.

Investigating Multiplicity: Institutional Logics and Division II Commuter Student Athletes

The primary purpose of this study was to examine the perceptions of commuter student athletes who were hypothesized to experience a multiplicity of institutional logics while competing at the NCAA Division II level. Second, if multiple competing logics were present, the authors intended to test a theoretical model of logic multiplicity development. Utilizing a case study methodology, the authors collected data from commuter student athletes competing at the Division II level. The study’s findings indicated that commuter student athletes perceived the presence of multiple competing logics and that these logics indicated an aligned or minimally estranged organization. In particular, the high compatibility and high centrality of multiple competing logics signified an organization aligned between academic, athletic, and family values, whereas the low centrality and low compatibility of social identification and societal factors denoted an estranged organization for commuter student athletes. The implications of this research within sport management are presented herein.

Understanding the Athletic Trainer's Role in the Return-to-Learn Process at National Collegiate Athletic Association Division II and III Institutions

Context Postconcussion, student-athletes should return to the classroom using a gradual, stepwise process to ensure that symptoms are not exacerbated by cognitive activities. The National Collegiate Athletic Association (NCAA) has mandated that its affiliated institutions develop return-to-learn (RTL) policies to support the return to the classroom. Objective To investigate athletic trainers' (ATs') perceptions of their role in the RTL policy development and implementation at NCAA Division II and III institutions. Design Qualitative study. Setting Individual phone interviews. Patients or Other Participants Fifteen ATs (age = 40 ± 11 years, clinical practice experience = 16 ± 9 years, employment term = 9 ± 9 years) representing NCAA Division II (n = 6) or III (n = 9) institutions. Data Collection and Analysis Interviews were transcribed verbatim and checked for accuracy by the principal investigator. A 2-member data-analysis team independently coded a portion of the transcripts and then met to discuss the codebook. The codebook was applied to the remaining transcripts, confirmed, and externally reviewed. Results Five themes emerged: (1) approach, (2) collaborative practice, (3) patient advocacy, (4) institutional autonomy, and (5) barriers. Policies must allow for an individualized, evidence-based approach through facilitated, active communication among members of the RTL team and the student-athlete. Collaborative practice was described as key to successful policy implementation and should include interprofessional collaboration beyond health care providers (eg, educating academicians about the purpose of RTL). The RTL process was triggered by a specific member of the RTL team, usually a medical doctor or the head AT. Participants noted that the purpose of the RTL policy was to advocate for the student-athlete's successful postconcussion outcomes. Conclusions For the development and implementation of a successful RTL policy, strong communication and interprofessional practice must extend beyond health care professionals. Members of the health care team must establish a network with academic partners to develop a policy that is appropriate for the institution's available resources and the needs of its student-athletes.

Voice Characteristics of Female College Athletes: A Pilot Study

Purpose The purpose of this study was to identify changes in NCAA Division II female athletes' objective and subjective voice characteristics before, during, and after a regular volleyball season. Method Acoustic, aerodynamic, and Voice Handicap Index-10 data were collected from five female volleyball athletes at three timepoints: preseason, midseason, and postseason. Results Individual data suggest increases in objective and subjective voice characteristics at midseason, but many values returned to typical limits at postseason. Increases observed in acoustic, aerodynamic, and Voice Handicap Index-10 data for the volleyball team captain remained elevated at midseason and postseason. Conclusions Female volleyball players are a group of voice users who are required to communicate in the presence of background noise while engaging in varying levels of physical effort. As a result, they may experience negative changes to objective and/or subjective voice characteristics during a regular season. The present data, concerning changes in female volleyball athletes' voice characteristics, need to be confirmed by studies with a larger number of participants.

Preseason Injury Rates in a Division II Football Team Before and After the 2017 NCAA Practice Rule Changes

In 2017, the NCAA implemented rule changes to enhance safety in college football; however, the effect on injury risk remains unclear. The purpose of this study was to observe differences in the number and rate of injuries and time-loss injuries in an NCAA Division II football team during two consecutive preseasons, before and after the rule changes. From 2016 to 2017, we observed a decrease in lower extremity (LE) muscle strains from 1.00 injury/session to 0.55 injuries/session. We also observed a decrease in time-loss LE muscle strains from 0.52 injuries/session in 2016 to 0.20 injuries/session in 2017. After the rule changes, we observed fewer time-loss injuries (14.06% decrease), acute LE strains (45.00% decrease), and time-loss LE strains (61.54% decrease) per preseason practice session. These findings suggest that the rule changes may help reduce both the number and severity of LE muscle strains during preseason football.