Relationship Marketing and Intercollegiate Sport Promotion

The first article, a case study on a NCAA Division I Power Five university in the southeastern United States, employed a case study framework, explored target markets and exposure techniques through both the planned behavior theory and social identity theory theoretical lenses. This study aimed to better understand how university students and booster club members identify as a social group. The data emerged into four distinct themes, including communication, social interaction, connection, and hospitality. The findings suggested booster club members are primary fans and help the team generate fan interest. The importance of sociability was clear and the implications for target marketing and team exposure to acquire fans are discussed within. The second study utilized a transcendental phenomenological framework and focused on a Division I tennis team booster club and eight participants’ experiences of reality versus expectation regarding booster involvement. This study used the social identity theory as the theoretical lens to better understand how the booster club members identify as a social group and the relation to team identity and brand equity. Multiple themes emerged from the data, including reciprocity, investment, and connection and belonging. Each of these themes fell under both reality and expectation but were experienced differently under the two categories. The invariant essence emerged as a desire for purpose and engagement with the team and athletes. The importance of connection to team identity was clear, and implications for marketing the booster club to enhance team identity and brand equity are discussed within. The final study explored the influence of relationship marketing in college athletics on Power Five faculty members. It aimed to investigate the motivation impact of a faculty member’s team identification or relationship with college athletes in their respective class(es) on intercollegiate athletic event attendance. Results showed a significant difference in motivation scores from faculty participants, and higher levels of both faculty identification with university athletic teams and faculty perceptions of student athletes contributed to increased athletic event motivation scores

Analyzing the Mediating Effects of Social Capital and Sense of Community Between International Student’s College Sports Team Identification and Acculturation

Previous studies focused on the role of leisure activities, such as physical activity participation, to analyze how international students can receive social support from their communities to better acculturate in the U.S. This study focused on the role of college sports in providing social support and its effect on international student’s acculturation. Four hundred eighty-seven international students enrolled in 25 Power-5 affiliated colleges participated in this study to analyze the acculturation path model suggested by the primary researcher. The initial path model did not show a statistically significant model fit, which led to modifying the model once following the available theory in academia. As a result, the proposed model resulted in a good model fit (RMSEA = .03, SRMR = .01, CFI = 1.00, TLI = .98). Discussions on utilizing spectator sports to promote international students’ acculturation, suggestions for future study options, and limitations of the study were provided

Pledging Engagement: Motivations and Intentions for College Sport Attendance among Greek-Letter Organizations

While ticket sales and revenue have remained relatively constant in collegiate athletics over the past decade, attendance has steadily declined. Given the range of entertainment options available, student attendance at collegiate athletic events has, specifically, declined. While athletic administrators are often revenue oriented, decreasing attendance has effects that span campus communities and cultures. As Greek-letter organizations are nearly ubiquitous within the higher education setting, fraternity and sorority members serve a unique opportunity area for engagement with fan attendance initiatives and future alumni giving. Accordingly, this study examined the motivations for attending collegiate athletic events as a member of a Greek-letter organization and the intention to attend collegiate athletic events as an alumnus of a Greek-letter organization. Findings illustrate that students and alumni that are affiliated with Greek-letter organizations have greater motivation to attend collegiate athletic events as students and greater intention to attend collegiate athletic events as alumni

Athlete Identity and Mental Health Among NCAA Division III Student-Athletes

Student-athletes often identify with the athlete role and demonstrate high levels of athlete identity. High athlete identity leads to many unintended consequences such as low career maturity and difficulty adapting to a life beyond sport. Additionally, high athlete identity often leads to mental health concerns among the student-athlete population. Informed by self-categorization theory (Turner, 1982), the purpose of this study was to explore athlete identity and mental health among NCAA Division III student-athletes. The Athlete Identity Measurement Scale (AIMS) and The Depression Anxiety Stress Scales-21 were completed by 332 NCAA Division III student-athletes. The results demonstrated that Division III student-athletes did not identify highly with the athletic role and did not show concerning levels of anxiety, depression, and/or stress. Further, no relationship between athlete identity and mental health was found. This study strives to provide a keen insight into the athlete identity and mental health of Division III student-athletes in hopes of better understanding this population

Athlete Identity and Mental Health Among NCAA Division III Student-Athletes

Student-athletes oten identify with the athlete role and demonstrate high levels of athlete identity. High athlete identity leads to many unintended consequences such as low career maturity and difficulty adapting to a life beyond sport. Additionally, high athlete identity often leads to mental health concerns among the student-athlete population. Informed by self-categorization theory (Turner, 1982), the purpose of this study was to explore athlete identity and mental health among NCAA Division III student-athletes. The Athlete Identity Measurement Scale (AIMS) and The Depression Anxiety Stress Scales-21 were completed by 33 NCAA Division III student-athletes. The results demonstarted that Division III student-athletes did not identify highly with the athletic role and did not show concerning levels of anxiety, depression, and/or stress. Further, no relationship between athlete identity and mental health was found. This study strives to provide a keen insight into the athlete identity and mental health of Division III student-athletes in hopes of better understanding this population

Black Football Student-Athletes’ Perceived Barriers to Seeking Mental Health Services

Black male student-athletes have endured frequent stereotyping on college campuses (Hawkins, 2010). Additionally, Black student-athletes have experienced educational, campus, and athletic stressors (Miller & Hoffman, 2009). Many student-athletes do not seek mental health services because of their status on campus (Watson, 2005). The general population has experienced common barriers in seeking mental health services including low socio-economic status (Hurd, Stoddard, & Zimmerman, 2013) and negative stigmas related to metal illness (Wang et al., 2005). While it is reasonable to assume similar challenges exist for Black student-athletes, it must be investigated empirically. As such, the purpose of this study was to examine the perceived barriers Black Division I football student-athletes face in seeking professional mental health services. Using phenomenological methodology, semi-structured interviews were conducted with nine Black football student-athletes. The data revealed two themes: weakness and silence. The results of this study will allow stakeholders to better assist this population in seeking mental health treatment and eliminating the barriers associated with seeking mental health services

He\u27s an Asshole : Power 5 College Football Athletes Navigating a Shady Coaching Transition

Head coaches play a crucial role in shaping both athletes’ athletic experiences and the complex team system. Consequently, coaching transitions have a tremendous effect on college athletes. Through the lens of transition theory, the purpose of this case study was to investigate the effect of multiple head coaching changes on NCAA Division I Power Five football athletes. Eight football athletes completed a 27- item open-ended questionnaire. Data analysis revealed three explicit, meaningful themes: support, achievement, and consistency. This study strives to assist athletic administrators and coaches in becoming increasingly aware of the potential impact that these abrupt coaching transitions can have on the athlete experience. Additionally, through the voices of the participants, this study attempts to assist college athletes in navigating a coaching transition

Division I College Athletes’ Self-Perception: Investigating the Impact of Race and Discrimination

Self-perception is the level of competency at which individuals evaluate themselves in certain areas or domains (Marsh & Shavelson, 1985). An individual’s self-perceptions contribute to their global self-worth and even predicts performance (Cuellar, 2014; Harter & Neemann, 2012). This study measures self-perception scores, as well as experiences with racial discrimination, of 306 NCAA Division I college athletes using the Self-Perception Profile for College Students (Harter & Neemann, 2012). Scores are compared across race. Findings suggest that White college athletes have significantly higher self-perception scores than college athletes of color - with recent discrimination (within the last year) as a significant predictor of multiple areas of self-perception. The implications of this study suggest that faculty and other campus stakeholders should pursue positive relationships with the college athletes they encounter. Positive relationships between college athletes and faculty may help raise college athlete self-perceptions, and in turn, performance in a variety of areas