COLLEGE SOCCER RESOURCES Table of Contents
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2019 NCAA Division I Baseball Championship Bracket
Regionals Super Regionals Division III World Series Super Regionals Regionals May 17-19 May 24-25 May 31- June 4/5 May 24-25 May 17-19 Double Elimination Best-of-Three Games Cedar Rapids, Iowa Best-of-Three Games Double Elimination OR Best-of-five Double Elimination OR Best-of-five First-Round Pairings Best-of-Three Finals First-Round Pairings *Southern Me. (34-7) Webster (31-10) vs. vs. New England Col. (25-15) Bethany Lutheran (23-16) New England College Webster Oswego St. (29-12) Regional Champion Regional Champion *Wis.-Whitewater (34-9) vs. vs. MIT (22-17-1) North Central (IL) (31-11) Super Regional Champion Super Regional Champion *UMass Boston (29-11) *Concordia Chicago (38-6) vs. vs. Baruch (17-18) Buena Vista (24-17) *UMass Boston *Concordia Chicago Wheaton (MA) (27-10) Regional Champion Regional Champion Baldwin Wallace (25-15) vs. vs. St. Joseph's (ME) (32-10) Saint John's (MN) (32-12) Babson (33-7) *Wooster (26-12) vs. vs. Keystone (25-13) Rochester (NY) (28-15) *Babson Wooster *Trinity (CT) (26-7) Regional Champion Regional Champion CWRU (22-13) vs. vs. Salve Regina (27-16) Otterbein (26-16-1) Super Regional Champion Super Regional Champion Denison (38-7) *SUNY Cortland (31-11-1) vs. vs. La Roche (30-13) Alvernia (28-14-2) *Heidelberg SUNY Cortland Regional Champion Heidelberg (30-13) Penn St. Harrisburg (32-13-1) Regional Champion vs. vs. *Adrian (35-7) Tufts (27-8) Ithaca (31-7) vs. *Chapman (33-9) Westfield St. (27-14) *Chapman Shenandoah Whitman (26-18) Regional Champion Regional Champion *Kean (29-14) vs. -
College Lacrosse Recruiting Guide
SO… YOU WANT TO PLAY LACROSSE INCOLLEGE? H e o m n a o g r the Last Updated: March 2014 US Lacrosse | 113 W. University Parkway, Baltimore, Md. 21210 | 410.235.6882 | uslacrosse.org 1 H e o m n a o g r the Letter from US Lacrosse On behalf of US Lacrosse, it is my sincere pleasure to introduce you to our college recruiting handbook, “So...You want to play lacrosse in college?.” In recent years, college recruiters have accelerated the timeline and created recruiting formulas that are unique to them. The direction of the college lacrosse recruiting process has led to confusion by some, frustration to others and leaves everyone guessing. The intent of this handbook is to present hard facts, dispel the myths, and to promote the essentials. As a parent of two children who have been through the process and a high school coach for thirty years, I have seen the process play out in scenarios that are too many to number. From my experience there are a few points that I would like to highlight. First, everyone’s journey through the process is unique, so do not rely on others who say they know how the process works. Second, one can only control the tools that are in their own hands. Recruits and their families must educate themselves about the process and the schools of interest, prepare physically for competition, and to achieve to your potential academically. A recruit and their family have no control over the decisions that a college coach will make. -
Central College Athletics - Official Brand Identity - Usage and Style Guide Table of Contents
Central College Athletics - Official Brand Identity - Usage and Style Guide Table of Contents Introduction 3 Color Information 4 General Guidelines 5-6 Primary Central Dutch Logo 7 Primary Central Logo 8 Alternate Central Lion Logo 9 Alternate Central Dutch Lion Logo 10 Alternate Dutch Lion Logo 11 Secondary Logos 12 Word Marks 13 Sport Specific Marks 14-19 Typography 20 Uniform Assets 21 Uniform Use Examples 22 Area of Isolation 23 Minimum Embroidery Sizes 24 Light, Dark, Gray Backgrounds 25 Common Misuse 26 Contact Information 27 Central College Athletics - Official Brand Identity - Usage and Style Guide 2 Introduction Athletics teams are the most highly visible representation of an institutional brand. As we continue to seek ways to raise Central’s profile in an intensely competitive marketplace, it’s critical that our teams employ a graphic identity that is not only bright and visually appealing but also as unique and distinctive to Central College as the powerful championships legacy our student-athletes have created over the past 125 years. Maintaining brand discipline, while sometimes unpopular, is crucial. By adhering to the standards in this manual, you are helping the college maintain a consistent, recognizable look that will enhance the institutional brand, reduce the likelihood for confusion and help Central and Central athletics stand out from the crowd. Thank you. Mark Putnam, president Central College Athletics - Official Brand Identity - Usage and Style Guide 3 General Guidelines The athletics graphic identity may only be used with apparel/gear/signage/materials associated with the Central College athletics department. It may not be used by any other academic or administrative campus office or organization. -
The National Collegiate Athletic Association Cartel: Why It Exists, How It Works, and What It Does
Author's personal copy Rev Ind Organ DOI 10.1007/s11151-017-9590-z The National Collegiate Athletic Association Cartel: Why it Exists, How it Works, and What it Does 1,2,3 1,2,3 Allen R. Sanderson • John J. Siegfried Ó Springer Science+Business Media, LLC 2017 Abstract In this essay we consider why American colleges and universities par- ticipate in big-time commercialized intercollegiate sports, and how sports came to play such a prominent role on American college and university campuses. We also review how the National Collegiate Athletic Association (NCAA) developed as a body to regulate player safety and transformed itself into an economic regulator, the means by which the NCAA attempts to maintain its control, increase revenues, and reduce costs for college sports programs. We also examine how the organization succeeds in the face of institutional characteristics that imply that its cartel activities would be doomed. Finally, we speculate on what changes might be on the horizon for the NCAA and college athletics. Keywords Cartel Á Market power Á National Collegiate Athletic Association The Party seeks power entirely for its own sake. We are not interested in the good of others; we are interested solely in power, pure power. George Orwell, 1984 & John J. Siegfried [email protected] 1 University of Chicago, Chicago, IL, USA 2 Vanderbilt University, Nashville, TN, USA 3 University of Adelaide, Adelaide, Australia 123 Author's personal copy A. R. Sanderson, J. J. Siegfried 1 Introduction This essay describes the National Collegiate Athletic Association’s (NCAA) economic cartel: why it exists; how it works; what it does; the effects that it has on its member institutions; and its likely future. -
2020-21 MANUAL NCAA General Administrative Guidelines
2020-21 MANUAL NCAA General Administrative Guidelines Contents Section 1 • Introduction 2 Section 1•1 Definitions 2 Section 2 • Championship Core Statement 2 Section 3 • Concussion Management 3 Section 4 • Conduct 3 Section 4•1 Certification of Eligibility/Availability 3 Section 4•2 Drug Testing 4 Section 4•3 Honesty and Sportsmanship 4 Section 4•4 Misconduct/Failure to Adhere to Policies 4 Section 4•5 Sports Wagering Policy 4 Section 4•6 Student-Athlete Experience Survey 5 ™ Section 5 • Elite 90 Award 5 Section 6 • Fan Travel 5 Section 7 • Logo Policy 5 Section 8 • Research 6 Section 9 • Division I 6 Section 9•1 Religious Conflicts 6 THE NATIONAL COLLEGIATE ATHLETIC ASSOCIATION P.O. Box 6222 Indianapolis, Indiana 46206-6222 317-917-6222 ncaa.org November 2020 NCAA, NCAA logo, National Collegiate Athletic Association and Elite 90 are registered marks of the Association and use in any manner is prohibited unless prior approval is obtained from the Association. NCAA PRE-CHAMPIONSHIPS MANUAL 1 GENERAL ADMINISTRATIVE GUIDELINES Section 1 • Introduction The Pre-Championship Manual will serve as a resource for institutions to prepare for the championship. This manual is divided into three sections: General Administrative Guidelines, Sport-Specific Information, and Appendixes. Sections one through eight apply to policies applicable to all 90 championships, while the remaining sections are sport specific. Section 1•1 Definitions Pre-championship Manual. Resource for institutions to prepare for the championship. Administrative Meeting. Pre-championship meeting for coaches and/or administrators. Appendixes. Any supplemental documents to be provided and distributed through the various resources. Championship Manager. -
Things to Know About Volleyball Recruiting
THINGS TO KNOW ABOUT VOLLEYBALL RECRUITING Terms to Know NCAA Clearinghouse or Eligibility Center (eligibilitycenter.org) – is the NCAA office that certifies a student-athletes academic credentials to be eligible for Division I and II athletics. You cannot make an official visit to a DI or DII school without being at least registered with the clearinghouse. NCAA Division I – 325 Volleyball teams at some of the most well known schools (Florida, Texas, Duke, Rutgers, Seton Hall, Rider etc). Division I schools are permitted to offer scholarships to up to 12 student athletes for volleyball. Schools that are “fully funded” will only offer full scholarships. Partially funded programs will split scholarships and stack with academic and need based aid money to make you an offer. The season is August and into December, with off-season training through the spring and even summer months at many schools. This is the highest level of college athletics, and is the most demanding. NCAA Division II – 250ish Volleyball teams at lesser known schools (Felician, Georgian Court, Tampa, Lemoyne, Millersville, CW Post). Division II schools are permitted to divide the value of 8 full scholarships among a larger number of student athletes. Many DII schools only have between 1-3 scholarships, which they divide and stack with academic and need based aid, but seldom is it a full package. The season lasts from August through November, with either a limited spring training season, or they have recently approved the addition of beach volleyball as a spring sport which some schools may be adding soon. NCAA Division III – 425 Volleyball teams at a variety of schools (including NYU, Chicago, Johns Hopkins, Williams, Scranton, Kean, St. -
Limestone College Women's Soccer
1 LADY SAINTS SOCCER Limestone College Women’s Soccer Contents Quick Facts……………………………………………..2 Season Outlook Season Outlook………………………………………3-4 2004 Roster…………………………………………….5 2004 Schedule………………………………………….6 Coach and Player Personnel Head Coach Benji Walton………………………...........7 Assistant Coach Tori Beeler……..………………….….7 Seniors……………………………………………….…8 Juniors………………………………………………9-11 Sophomores…………………………………..........11-13 Freshmen…………………………………………..13-15 Opponents 2005 Opponents……………………………...........16-17 2004 Results…………………………………………..17 Stats 2004 Stats……………………………………………..18 2004 Overall/Conference Stats…………………….….19 2004 Category Leaders…………………………….….20 2004 Game Highs and Lows………………………….21 Athletic Department Athletic Directory……………………………………..22 Athletic Training………………………………………23 2005 Quick Facts Athletic Support College Information Saints Club……………………………………………24 Location…………………..…………….…………….Gaffney, SC Facilities Enrollment…………………….…………….………………....670 Limestone Athletic Facilities………………...........25-26 Founded………………………….…………….……………..1845 Carolinas-Virginia Athletic Conference President…………………………….………........Dr. Walt Griffin CVAC Information…………………………………...26 Athletic Information Limestone College Athletic Director……………………….…………...Larry Epperly Limestone College Information……………...back cover Asst. AD for Compliance..……………….…........Dennis Bloomer Senior Women’s Administrator ……………….Vanessa Fulbright Nickname…………………………………….……….Lady Saints Colors…………………………………………........Blue and Gold Affiliation……………………………………...NCAA Division II Women’s Soccer -
Ineligible??!! How the (Hell) Did That Happen?
A Coaches Guide to Navigating the New NCA Ineligible??!! How the (hell) did that happen? Kim Durand | University of Washington Gary Hyatt | Central Washington University Daniel Scheid | Seattle University Session Outline • Introductions • NCAA Division I and II Standards • Case Study • Other options – Two Year Colleges – Division III – NAIA • How High School Coaches Can Help • Additional Resources • Questions & Open Discussion NCAA Initial Eligibility Case Study - • Joe is being recruited by Ocean Pacific University’s Football coaches – He has completed 16 core courses with a core course GPA of 2.879 – His ACT sum was 78 – He completed 11 core courses before he started his senior year, 8 of which were in English, Math or Science – Joe is deemed a Final Non-Qualifier by the Eligibility Center….how the (hell) did that happen?!? NCAA Initial Eligibility Requirements – Division I Division I • 16 core course requirement – 4 years English – 3 years Math (Algebra 1 or higher) – 2 years Science – 1 year Additional English, Math or Science – 2 years Social Science – 4 years Additional Core NCAA Initial Eligibility Requirements – Division I Division I • Test Scores (ACT/SAT) – SAT - Critical Reading and Math sections – ACT - English, Math, Reading and Science sections • Best sub-score from each section is used to determine the sum for initial eligibility • All attempts before initial full-time collegiate enrollment may be used NCAA Initial Eligibility Requirements – Division I Division I • Core Course GPA – Only core courses that appear on the high school’s list of NCAA approved core courses count toward the required 16 – Students must present a corresponding test score and core-course GPA on the sliding scale – Core course GPA is calculated using the best grades in the 16 core courses NCAA Initial Eligibility Requirements – Division I Abbreviated Division I Sliding Scale The full sliding scale can be found at eligibilitycenter.org under Resources. -
Summary of NCAA Regulations NCAA Division III
Academic Year 2011-12 Summary of NCAA Regulations NCAA Division III For: Student-athletes. Purpose: To summarize NCAA regulations regarding eligibility of student- athletes to compete. DISCLAIMER: THE SUMMARY OF NCAA REGULATIONS DOES NOT INCLUDE ALL NCAA DIVISION III BYLAWS. FOR A COMPLETE LIST, GO TO WWW.NCAA.ORG. YOU ARE RESPONSIBLE FOR KNOWING AND UNDERSTANDING THE APPPLICATION OF ALL BYLAWS RELATED TO YOUR ELIGIBILITY TO COMPETE. CONTACT YOUR INSTITUTION'S COMPLIANCE OFFICE OR THE NCAA IF YOU HAVE QUESTIONS. TO: STUDENT-ATHLETE This summary of NCAA regulations contains information about your eligibility to compete in intercollegiate athletics. This summary has two parts: 1. Part I is for all student-athletes. 2. Part II is for new student-athletes only (those signing the Student-Athlete Statement for the first time). If you have questions, ask your director of athletics (or his or her official designee) or refer to the 2011-12 NCAA Division III Manual. The references in brackets after each summarized regulation show you where to find the regulation in the Division III Manual. Part I: FOR ALL STUDENT-ATHLETES. This part of the summary discusses ethical conduct, amateurism, financial aid, academic standards and other regulations concerning your eligibility for intercollegiate competition. 1. Ethical Conduct – All Sports. a. You must act with honesty and sportsmanship at all times so that you represent the honor and dignity of fair play and the generally recognized high standards associated with wholesome competitive sports. [NCAA Bylaw 10.01.1] Summary of NCAA Regulations – NCAA Division III Page No. 12 _________ b. You have engaged in unethical conduct if you refuse to furnish information relevant to an investigation of a possible violation of an NCAA regulation when requested to do so by the NCAA or your institution. -
Managing Athletic Department Touch Points: a Case Study of One Institution Using Importance-Performance Analysis
Journal of Intercollegiate Sport, 2013, 6, 196-212 © 2013 Human Kinetics, Inc. www.JIS-Journal.com ARTICLE Managing Athletic Department Touch Points: A Case Study of One Institution Using Importance-Performance Analysis Chris Chard Brock University Joanne MacLean University of the Fraser Valley Brent Faught Brock University Athlete recruitment and delivery of the sport experience are critical components in determining the success of intercollegiate athletic teams and programs. Here, the athletic department brand and the associations of the brand achieved through “touch points” influence student-athletes’ perceptions of the athletic department. The purpose of this study therefore was to understand the perceptions held by student-athletes about the brand of the athletic department. Importance-Performance Analysis (IPA) and brand touch point theory were used to accomplish the study’s objective. Specifically, the authors analyzed surveys from 149 student-athletes based at one university in Ontario, Canada to consider athletic department “touch points.” The results proved beneficial for highlighting areas of discrepancy between deemed importance and performance on key recruitment and delivery attributes including scholarship support, spectator support, special treatment, recognition, and quality of facilities. Keywords: university athletics, brand, touch points, recruitment, retention, importance-performance analysis One of the fundamental requirements of a successful university athletic depart- ment is the ability to attract the best student-athletes to represent the institution in varsity competitions (Dailing, 2002; Le Crom, Warren, Clark, Marolla, & Gerber, 2009; Letawsky, Schneider, Pedersen, & Palmer, 2003; Ryan, Groves, & Schenider, 2007). While the National Collegiate Athletic Association (NCAA) garners much Chard is with the Dept. of Sport Management, Brock University, St. -
2020-21 MANUAL NCAA General Administrative Guidelines
2020-21 MANUAL NCAA General Administrative Guidelines Contents Section 1 • Introduction 2 Section 1•1 Definitions 2 Section 2 • Championship Core Statement 2 Section 3 • Concussion Management 3 Section 4 • Conduct 3 Section 4•1 Certification of Eligibility/Availability 3 Section 4•2 Drug Testing 4 Section 4•3 Honesty and Sportsmanship 4 Section 4•4 Misconduct/Failure to Adhere to Policies 4 Section 4•5 Sports Wagering Policy 4 Section 4•6 Student-Athlete Experience Survey 5 ™ Section 5 • Elite 90 Award 5 Section 6 • Fan Travel 5 Section 7 • Logo Policy 5 Section 8 • Research 6 Section 9 • Division III 6 Section 9•1 Division III Philosophy 6 Section 9•2 Commencement Conflicts 6 Section 9•3 Gameday the DIII Way 7 Section 9•4 Religious Conflicts 7 THE NATIONAL COLLEGIATE ATHLETIC ASSOCIATION P.O. Box 6222 Indianapolis, Indiana 46206-6222 317-917-6222 ncaa.org November 2020 NCAA, NCAA logo, National Collegiate Athletic Association and Elite 90 are registered marks of the Association and use in any manner is prohibited unless prior approval is obtained from the Association. NCAA PRE-CHAMPIONSHIP MANUALS 1 GENERAL ADMINISTRATIVE GUIDELINES Section 1 • Introduction The Pre-Championship Manual will serve as a resource for institutions to prepare for the championship. This manual is divided into three sections: General Administrative Guidelines, Sport-Specific Information, and Appendixes. Sections one through eight apply to policies applicable to all 90 championships, while the remaining sections are sport specific. Section 1•1 Definitions Pre-championship Manual. Resource for institutions to prepare for the championship. Administrative Meeting. Pre-championship meeting for coaches and/or administrators. -
THE IMPACT of a SIGNIFICANT COLLEGE BASEBALL STADIUM PROJECT on ATTENDANCE, RECRUITING, and ON-FIELD SUCCESS James P. Richards I
THE IMPACT OF A SIGNIFICANT COLLEGE BASEBALL STADIUM PROJECT ON ATTENDANCE, RECRUITING, AND ON-FIELD SUCCESS James P. Richards III A thesis submitted to the faculty at the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Masters of Arts in the Department of Exercise and Sport Science (Sport Administration). Chapel Hill 2016 Approved By: Nels Popp Erianne Weight John Brunner © 2016 James P. Richards III ALL RIGHTS RESERVED ii ABSTRACT James P. Richards III; The Impact of a Significant College Baseball Stadium Project on Attendance, Recruiting and On-Field Success (Under the direction of Nels Popp) The purpose of the study was to determine how building a new college baseball stadium or conducting a significant renovation effects on-field success, recruiting and attendance when comparing the three years before and after the stadium project. Recruiting data was obtained from Perfect Game, while attendance and winning percentage data was obtained from information released by the NCAA and on athletic department websites to determine if the millions of dollars athletic departments are spending on facility upgrades lead to improvements in these areas. The study focused on the top-11 NCAA Division I baseball conferences and was narrowed to a sample of 41 baseball programs that conducted a significant stadium project between 2007 and 2013. There were no findings showing a significant relationship between a stadium project and winning games. However, new stadiums led to a significant increase in commitments from top-500 recruits and extensive stadium projects led to an average of an additional 493 fans per game in the three years following the venue opening.