A COMPARATIVE ANALYSIS OF FLORIDA UNIVERSITIES’ CONNECTIONS BETWEEN NIL AND LIFE SKILLS FOR STUDENT-ATHLETES

Amateurism, as it applies to student-athletes, is the contention that student-athletes should take part in sports as a hobby as opposed to compensation. The NCAA mandates students shall and ought to compete without salary to preserve their amateur status (Lemons, 2014). The NCAA also supposes any compromise to this status will result in the disqualification of student-athletes in any future college-level competitions. According to the NCAA, “No student shall represent a college in any intercollegiate game or context … who has at any time received money or any other consideration, directly or indirectly” (NCAA, 2013). According to the NCAA constitution, student-athletes ought to be amateurs in their intercollegiate sports. The primary motivation for such students should be education and not merely the physical, mental, and social benefits derived from participating in collegiate sports (Lemons, 2014). Further, the NCAA suggests student participation in collegiate sports is an avocation, and as such, students need to be shielded from exploitation by commercial and professional sports enterprises (Sheetz, 2016). In line with the above, the NCAA puts forth several rules to govern amateurism. In section 12.1.2 of NCAA constitution, student-athletes are likely to lose their amateur status if they: Use their athletic skills for any form of consideration in their sports of interest. Accept money or a promise of thereof, even when such promise is to be received after school competition. Provide a commitment of whatever form to play for professional athletics, even when the contact/commitment is legal. Receive a consideration in the form of a salary, financial assistance, or reimbursement for expenses from a sports organization based on the student’s athletic skills, except as allowed by NCAA rules. Participate in any professional athletics team, whether or not they receive a pay/remuneration of whatever kind. After collegiate enrollment enters to a professional draft or agreement with an agent. Permitted Benefits and Compensation Amateurs can Receive as per NCAA Scholarships According to the NCAA constitution, schools may provide scholarships to their athletic students. However, the type of scholarship awarded to the students is dependent on whether a school is division I, II, or III. As per the NCAA constitution, Division I schools can provide scholarships to their students, but the scholarships should only cover tuition, accommodation, fees, board, books, and any other expenses related to school attendance (NCAA, 2020). These schools may also provide students with multiyear scholarships. Division II scholarships, on the other hand, cover tuition, accommodation, fees, board, books, and other related supplies. However, these schools can only provide their students with a one-year scholarship. Division III schools should not offer athletic scholarships to their students. Occasional Meals A collegiate-athlete or the entire team may receive a family home meal from institutional staff on an infrequent occasion. The student may receive reasonable local transportation from institutional staff to attend such meals. Travel Expenses A student-athlete may receive reasonable local transportation from an institution on an occasional basis. The NCAA recently expanded its restrictions on travel and granted a travel expenses waiver to student-athletes and their families. According to the new rules, the waiver permits colleges to cater to the transport expenses of student-athletes’ families to the Final Four and college football playoff games. The new waiver covers up to $3,000 in travel expenses to Final Four games, and up to$4,000 for the Championship games (Walsh, 2015). The new waiver also permits institutions to provide any additional benefits for the two events, as well as other championship games. Incidental Benefits—Reasonable Refreshments Institutions are allowed to provide student-athletes with reasonable refreshments such as snacks and soft drinks on an incidental basis, for instance, during student-athlete educational and business meetings or celebratory events such as birthdays. These benefits are available to all student-athletes (scholarship and non-scholarship) at its discretion as a benefit to participation in intercollegiate athletics. Additional Benefits In addition to financial aid and subsidies, students are allowed to accept additional “permissible benefits.” Institutions are permitted to provide their student-athletes with tutoring and academic counseling and life skills programs to assist them in transitioning to work after their sports avocation. Further, the schools can provide leadership academic programs to students to equip them with critical personal and leadership skills. Also, schools can provide their students with strength and conditioning services, sports medicine services, psychological services, and nutrition counseling. The purpose of this study was to focus on the connection between name, image, and likeness (NIL) and Life Skills as defined by the institutional policies of six universities. Specifically, a comparative analysis of six member institutions in the State University System of Florida was conducted to analyze each institution’s approach to name, image, and likeness legislation. Through my analysis, I sought information to learn how each public FBS (Football Bowl Subdivision) institution in the state of Florida, approaches the two now that they have responsibility for both. The study answers the following research questions: How are Florida institutions approaching NIL? What connections are these institutions establishing/promoting between NIL and Life Skills for college student-athletes? How might institutions improve these connections to help prepare student-athletes for life after their eligibility ends? Much of the research was done approximately one month after the adoption of emergency legislation to permit college student-athletes to monetize their name, image, and likeness. Specifically, the NCAA created a policy for all student-athletes to monetize; even in states who had not created a law

Comparison of Retrofit Facemask to Mouthpiece for Metabolic Measures and Flow Rates

Comparison of Retrofit Facemask to Mouthpiece for Metabolic Measures and Flow Rates Kelkar, A., Kendrick, K., and Chilek, D. R. Department of Health and Kinesiology, Lamar University, Beaumont TX PURPOSE: To compare metabolic measures (VO2, VCO2) and flow rates (VE) between use of a retrofit preVent™ neoprene mask (MA) and mouthpiece (MP) with nose clip. METHODS: Thirty healthy subjects [males (n = 18, 22.0 ± 2.5 years) and females (n = 12, 25.0 ± 6.3 years)] underwent four different intensity stages; rest (R), low (L), moderate (M) and high (H). Each stage had two, six minute sub stages, one with MA and the other with MP. Comfort and preference of the breathing apparatus (MA or MP) were rated by each participant. A separate 2 (MA & MP) x 4 (R, L, M & H) repeated measures ANOVA was used on each of the dependent variables (VO2, VCO2, VE & HR) to determine differences between use of retrofit MA and MP. RESULTS: VO2, VCO2 and VE were significantly (p \u3c 0.05) lower when retrofit MA was used. HR significantly increased (p \u3c 0.05) from one stage to another however, it was not significantly (p \u3e 0.05) different between use of retrofit MA and MP within a stage. Twenty eight (93%) participants found retrofit MA comfortable and two (6%) found MP comfortable. Twenty three (76%) participants preferred retrofit MA and seven (23%) preferred MP. CONCLUSION: Use of retrofit MA as an alternative to MP is not recommended due to possible air leakage

Developing the Text-Based Writing Instructional Capacity of Middle School Teachers

Text-based writing is a form of academic composition in which many students struggle. Moreover, research into this area reveals that many teachers may not be sufficiently prepared to teach this kind of writing to their students. The purpose of this dissertation’s mixed methods study was to examine the impact of an online, job-embedded PD on middle school English language arts (ELA), mathematics, and science teachers’ knowledge of text-based writing strategies, efficacy for teaching text-based writing, and instructional practices for text-based writing. Eight teachers from a public, mid-Atlantic middle school participated in the study, including three ELA, one mathematics, and four science teachers. Over a period of two and a half months, each of these teachers participated in 10 PD sessions that lasted between 60 and 90 minutes. To measure the impact of this PD on the constructs of interest, pre and post quantitative and qualitative data were gathered. Quantitative data analyses, which included the conducting of Wilcoxon signed-rank tests, suggest that that PD may have made teachers more confident in their ability to impact students’ text-based writing outcomes (i.e., personal efficacy), but it did not appear to make them more confident in their ability to impact these outcomes more than external factors (i.e., general efficacy). Quantitative data analyses also indicate that the PD may have made teachers more likely to shift instructional practices for text-based writing, including their approaches used to teach strategies (i.e., writing strategy instruction) and their ways of teaching these strategies (i.e., instructional writing practices). Because of the small number of participants, however, these results should be interpreted cautiously. Qualitative data show that the PD may have developed teachers’ knowledge of cognitive strategies, instructional strategies, and instructional scaffolds for text-based writing. Furthermore, the qualitative data suggest that engagement in PD activities may have facilitated teachers’ efficacy for teaching text-based writing, and the data show that the instructional practices that teachers intend to implement come from the PD. Findings from the study demonstrate that text-based writing PDs should include cognitive strategy instruction, provide opportunities for application and collaboration, and occur over a sustained period

Fasting and Postprandial Glucose Levels after a Single Resistance Training Event in Mexican-Americans

TACSM Abstract Fasting and Postprandial Glucose Levels after a Single Resistance Training Event in Mexican-Americans Lopez I, Kendrick KH, and Smith JD Health & Human Performance Laboratory; Department of Health & Kinesiology; Texas A&M University-San Antonio; San Antonio, TX Category: Masters Advisor / Mentor: Kendrick, K. ([email protected]) ABSTRACT The number of Mexican-Americans diagnosed with diabetes has increased, with 10.2% diagnosed in 2010. Physical activity is an important component to help maintain healthy body weight and composition, and prevent diseases. Previous research has shown that a single event of resistance training can have a positive effect on glucose levels, but little is known about exercise’s effect in the Mexican-American population. Therefore, the purpose of this study is to analyze the fasting and postprandial glucose levels after a single resistance training event in Mexican-Americans. IRB approval was granted by Texas A&M University-San Antonio for this study. Fifteen subjects (Age=25.9±3.3 yrs, Ht=165.0±7.7 cm, Wt=71.2±13.5 kg) of Mexican-American ethnicity were recruited at Texas A&M University-San Antonio. A pre-trial training day occurred so that subjects could become familiar with the resistance training procedure. All exercises were completed using the Raptor series stack weights by ProMaxima or the ProMaxima leg sled; abdominal crunches were completed as described by the Fitnessgram®. All subjects completed both a resistance training event (RT) in which subjects completed 8 exercises (3 sets of 8-12 reps, one minute rest between sets, resistance determined at pre-trial) and a non-training event (NT). The order of trials was randomly selected for a counter-balanced design. After the RT, subjects reported to the Human performance lab approximately 14 hours later, having fasted for at least 8 hours. Finger-sticks were used to collect blood samples for glucose analysis. A Cardio Check professional grade meter was used to perform glucose analyses. Subjects were then served a high carbohydrate (1.5 g/kg body weight), high fat (0.25 g/kg body weight) breakfast to consume prior blood sample collection. The NT was performed as described above except subjects did not take part in the resistance protocol prior to the specimen collection, breakfast, and subsequent specimen collection. Glucose area under the curve (AUC) was calculated using a trapezoidal calculation for each subject, for each the RT and NT events. A paired t-test was used to compare the means of the NT to the RT glucose AUC. Resistance training AUC (11,960±1,961 mg/dL/min) was significantly less than NT AUC (12,885±1,993 mg/dL/min), t(14)=-2.193,

Effect of the Negative Ion Band on Athletic Performance

Negative Ion bands have been suggested to increase various areas of athletic performance. At this time, the authors are not aware of any studies on these bands. Purpose: To determine if a True Power Energy Band (True Power LLC, Melrose, MA) had an effect on various measures of performance. Methods: Forty-one subjects (age = 29.3±7.1 yrs, ht = 171.5±9.7 cm, wt = 85.4±23.2 kg) had their height and weight measured and were then randomized to wear the True Power band (TB) or a silver bracelet placebo band (PB) (Hobby Lobby). After 5 days, subjects were assessed on reaction time using a color response test and a response test in which the subject clicked a highlighted dot as it appeared in a 5x5 table (www.intelligencetest.com/reflex/index). The subjects then performed a standard balance test (stork test) without shoes, two flexibility tests (V-sit-and-reach & trunk rotation), and two strength tests (hand grip using a dynamometer & push-ups to exhaustion). The tests were conducted in this order with as much rest between trials as needed. One week later, this same procedure was followed but with the opposing band. Repeated measures ANOVA was used to determine if differences exist between the bands, with Alpha set at .05. Results: There were no significant differences in the tests of color (TB = 0.43±0.14, PB = 0.41±0.11 sec), dots (TB = 16.9±3.0, PB = 17.0±2.6 score), stork (TB = 4.4±3.4, PB = 4.7±4.1 sec), V-sit-and-reach (TB = 15.2±16.8, PB = 15.5±17.3 cm), trunk rotation (TB = 35.8±15.0, PB = 37.3±14.0 cm), hand grip (TB = 42.4±12.1, PB = 42.8±11.0 kg), and push-ups (TB = 23.4±10.5, PB = 25.8±11.7 total), p \u3e .05 for all tests. Conclusion: There seems to be no effect of Negative Ion bands on tests of reaction time, balance, flexibility, or muscular strength. The claims of performance in these types of bands have yet to be validated