2004

The purpose of this study was to identify the issues and challenges facing selected Division III athletic directors. The study sought to determine if there were any differences in the available literature and the opinions of selected Division mII athletic directors. The study involved 80 Division III schools throughout the Tri-State area, of New Jersey, Pennsylvania, and New York. The primary focus of the study included the colleges and universities within the New Jersey Athletic Conference. The research instrument used in the study was a 12-question survey. This self-designed survey was based upon the current issues and challenges in Division 1I athletics. Out of the 80 surveys that were distributed by electronic mail, a total of 56 surveys were returned, for a response rate of 70%. The demographic results of the study showed that the average Division III athletic director was a male, with a master's degree, and a concentration of studies in administration. The results of the survey showed that there continues to be many athletic directors in both the Tri-State area and the New Jersey Athletic Conference that do not agree with some of the recent proposals that were passed in Division mI athletics.

Sport Management Review, 2008

Analysis of sport management programs is important for potential students as well as for the future development of sport management as an academic discipline. The historical evolution of sport management programs in the United States moved from the physical education model to a more business-oriented curriculum. Given this historical development, debate exists among sport management professionals regarding administrative housing of current and future sport management programs. The purposes of this study were to: (1) Provide an overview of the development of U.S. sport management programs, (2) Provide a snapshot of sport management programs including admissions requirements and faculty profiles, and (3) Analyse critical issues facing the field of sport management. A random sample of 137 institutions offering undergraduate sport management programs in the United States were invited to participate in the study; 50 usable surveys were returned. Results indicate a lack of diversity (racial and gender) among sport management faculty, and a large proportion of part-time faculty without a terminal degree in the field.

… Management Administration & …, 2010

The physicial educator, 2022

Due to the popularity of sport, the need to have sport management programs that properly train practitioners is justified. However, with 505 sport management bachelor's programs worldwide housed in various academic units, there is little consistency within the field of study. This study strives to explore the field of sport management and to better understand sport management faculty members' perceptions of the discipline. Grounded in Foucault's theory of discourse, this study had a total of 154 sport management faculty members worldwide participate. The data revealed a lack of consistency within the field regarding faculty members' perceptions of sport management. This study offers a vital first step in an empirical examination of a critical phenomenon in the sport management academy. According to the North American Society for Sport Management (NASSM), there are 430 sport management programs housed in universities across the United States. Of these, 359 are undergraduate programs and 71 are graduate programs (master's, doctoral, or both; NASSM, 2018). Worldwide there are 505 sport management

2021

According to the English etymological dictionary, the term sport originated around the thirteenth century by the abbreviated words "disport" (old English) or "desport" (old French) standing for fun, joy, pleasure, play, or flirting. Certain elements of sports management were already used during the first ancient Olympic Games in 776 BC. One can say, in an exaggerated sense, that sports management was coined even before the word sport (Masteralexis et al. 2008). Currently, sport is defined in the Oxford and Cambridge dictionaries as an activity involving physical exertion, where individuals or squads compete against each other for entertainment, health, and/or money according to fixed rules. Although Klein (2016) agrees with the general definitions, they focus on the use of the term "physical activity." Games and activities exist that do have a physical component, such as chess. The author also mentions the boundaries of what sport is and what sport is not. People could think that they knew exactly what sport is until eating and running down the hill competitions appeared. Although the beginnings of management as a science date back to the fifteenth century, sports and sports management as a science began to be a widespread phenomenon only at the beginning of the twentieth century. It was mainly created by educational institutions (universities) that decided to train people managing their sports organizations. The University of Wisconsin-Madison has held the first course to improve the organization of athletic events. Research in sport has gradually diversified, expanding both amateur and professional sports. The boom in the sports industry has also ignited the development of sports management. The commercialization of the sports environment has increased the need for better managers in sports organizations, which has resulted in subsequent developments in the field of sports management research (History of Sports Management 2018).

This study examined courses focused on intercollegiate athletics in sport-related graduate programs (e.g., Sport Leadership, Sport Management, and Athletic/Sport Administration). A content analysis of course syllabi was used to determine the alignment of course scope and content. Analysis included course type (i.e., required or elective), instructor status, course hours per week, number of major readings, course objectives, course topics, course structure and activities, and student assessment. While several course topics were consistent across syllabi, intercollegiate athletics courses were found to vary widely in their course purpose statements, course objectives, and major readings. This study highlights new directions for future work in aligning professional preparation programs for athletic administrators Innov High Educ

2003

The broad objective of strategic management is to enable an organisation to assess its strategic position, so it is able to provide its customers with a product or service they will value. This study attempts to use this broad objective to examine the Sports Administration Department at the University of Natal, Durban to identify issues that will assist it to reach a wider number of students. The Sports Administration has, over the last ten years, seen a reduction in sports participation. This occurred at a time when the number of students at the University had grown substantially. This resulted in a need to examine the complex dynamics taking place in the Sports Administration's operating environment, for it to be in a position to address the needs of the students it is established to serve. This study indicates that strategic management principles, which apply to a business organisation, can be applied to the setting of the Sports Administration to identify the needs and wants of its customers, to address the concerns of management and to make recommendations that will assist the Department to provide an improved service to students.

Sport Management Education Journal, 2010

As undergraduate sport management programs continue to grow and expand in the United States, and with the recently developed Commission on Sport Management Accreditation (COSMA) accreditation guidelines for such programs, it is important to examine the current status of undergraduate sport management curricula in the U.S. The purpose of this study was to provide an overview of each program's curriculum and other program components such as the school/college in which each program is housed, program name, and degree(s) offered. A total of 227 undergraduate sport management programs were identified and examined using a content analysis methodology. Results revealed the percentage of programs offering specific sport management courses, as well as significant differences between programs based on the school in which the program is housed, the status of the university (public or private), and the university size. These findings, along with recommendations for future research, are presented in the discussion and conclusion sections.

IOER International Multidisciplinary Research Journal, 2021

Sports management programs should provide students with a hands-on and experience education which will provide them with the necessary preparation for real-world sports settings. As such schools' sports programs should focus on providing students with the training they needed. The study investigated the implementation of the school-based sports management programs of private higher education institutions in the Province of Batangas. A cross-sectional survey of data collection was used to gather the data on 104 PE teachers and 30 sports coordinators. Implementation of the program was assessed in terms of objectives, administrative support, resources, activities and monitoring and evaluation, while the participation of the coordinators was assessed relative to collaboration, mechanisms, and decisionmaking. Alongside that, the issues and challenges of managing the program were also assessed. The study's findings revealed that sports coordinators' implementation and participation were highly visible. Respondents strongly agreed that there were issues and challenges in managing the program. The results also confirmed that the assessments of the sports coordinators and the PE teachers in terms of implementation and participation of the sports coordinators in managing the school-based sports management program were not significantly different. A prototype sports management program was designed by the researcher for private higher education institutions in the Province of Batangas.