Transforming the NCAA D-I Model
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Amicus Brief
Nos. 20-512 & 20-520 In The Supreme Court of the United States ----------------------------------------------------------------------- NATIONAL COLLEGIATE ATHLETIC ASSOCIATION, Petitioner, v. SHAWNE ALSTON, ET AL., Respondents. ----------------------------------------------------------------------- AMERICAN ATHLETIC CONFERENCE, ET AL., Petitioners, v. SHAWNE ALSTON, ET AL. Respondents. ----------------------------------------------------------------------- On Writs Of Certiorari To The United States Court Of Appeals For The Ninth Circuit ----------------------------------------------------------------------- BRIEF OF GEORGIA, ALABAMA, ARKANSAS, MISSISSIPPI, MONTANA, NORTH DAKOTA, SOUTH CAROLINA, AND SOUTH DAKOTA AS AMICI CURIAE SUPPORTING PETITIONERS ----------------------------------------------------------------------- CHRISTOPHER M. CARR Attorney General of Georgia ANDREW A. PINSON Solicitor General Counsel of Record ROSS W. B ERGETHON Deputy Solicitor General DREW F. W ALDBESER Assistant Solicitor General MILES C. SKEDSVOLD ZACK W. L INDSEY Assistant Attorneys General OFFICE OF THE GEORGIA ATTORNEY GENERAL 40 Capitol Square, SW Atlanta, Georgia 30334 (404) 458-3409 [email protected] i TABLE OF CONTENTS Page Table of Contents ................................................. i Table of Authorities ............................................. ii Interests of Amici Curiae .................................... 1 Summary of the Argument .................................. 3 Argument ............................................................ -
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. -
The Knight Commission on Intercollegiate Athletics: Why It Needs Fixing
The Knight Commission on Intercollegiate Athletics: Why It Needs Fixing A Collection of Related Commentaries By Dr. Frank G. Splitt The Drake Group http://thedrakegroup.org/ December 2, 2009 Telling the truth about a given condition is absolutely requisite to any possibility of reforming it. – Barbara Tuchman The Knight Foundation's signature work is its Journalism Program that focuses on leading journalism excellence into the digital age—excellence meaning the fair, accurate, contextual pursuit of truth. – The Knight Foundation Website, 2009 INTRODUCTION TO THE COMMENTARIES SUMMARY – The Knight Commission on Intercollegiate Athletics was established in 1989 by the John S. and James L. Knight Foundation. Under the strong leadership of its founding co- chairs, the Rev. Theodore M. Hesburgh and Dr. William C. Friday, the Commission set forth to put pressure on the NCAA to clean up its own act before Congress stepped in to do it for them. Subsequent to their tenure the Commission strayed far off the course they set. Can colleges control the NCAA? The answer, plain and simple, is no. Neither can the Foundation’s Commission on Intercollegiate Athletics as it is presently structured—it needs to be fixed first. To this end, The Drake Group has urged the president and CEO of the Knight Foundation to take a hard look at the Commission, arguing that the Commission has not only moved off mission, but has morphed into an unofficial arm of the NCAA as well—it seems time for critical introspection. This collection of commentaries tells how and why this situation developed and what might be done about it. -
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. -
11-Player Youth Tackle Rules Guide Table of Contents
FOOTBALL DEVELOPMENT MODEL usafootball.com/fdm 11-PLAYER YOUTH TACKLE RULES GUIDE TABLE OF CONTENTS Introduction .....................................................................................................2 1 Youth Specific Rules ..........................................................................3 2 Points of Emphasis ............................................................................4 3 Timing and Quarter Length ...........................................................5 4 Different Rules, Different Levels ..................................................7 5 Penalties ..................................................................................................7 THANK YOU ESPN USA Football sincerely appreciates ESPN for their support of the Football Development Model Pilot Program INTRODUCTION Tackle football is a sport enjoyed by millions of young athletes across the United States. This USA Football Rules Guide is designed to take existing, commonly used rule books by the National Federation of State High School Associations (NFHS) and the NCAA and adapt them to the youth game. In most states, the NFHS rule book serves as the foundational rules system for the youth game. Some states, however, use the NCAA rule book for high school football and youth leagues. 2 2 / YOUTH-SPECIFIC RULES USA Football recommends the following rules be adopted by youth football leagues, replacing the current rules within the NFHS and NCAA books. Feel free to print this chart and provide it to your officials to take to the game field. NFHS RULE NFHS PENALTY YARDAGE USA FOOTBALL RULE EXPLANATION 9-4-5: Roughing/Running Into the Roughing = 15; Running Into = 5 All contact fouls on the kicker/holder Kicker/Holder result in a 15-yard penalty (there is no 5-yard option for running into the kicker or holder). 9-4-3-h: Grasping the Face Mask Grasping, pulling, twisting, turning = 15; All facemask fouls result in a 15-yard incidental grasping = 5 penalty (there is no 5-yard option for grasping but not twisting or pulling the facemask). -
African American Head Football Coaches at Division 1 FBS Schools: a Qualitative Study on Turning Points
University of Central Florida STARS Electronic Theses and Dissertations, 2004-2019 2015 African American Head Football Coaches at Division 1 FBS Schools: A Qualitative Study on Turning Points Thaddeus Rivers University of Central Florida Part of the Educational Leadership Commons Find similar works at: https://stars.library.ucf.edu/etd University of Central Florida Libraries http://library.ucf.edu This Doctoral Dissertation (Open Access) is brought to you for free and open access by STARS. It has been accepted for inclusion in Electronic Theses and Dissertations, 2004-2019 by an authorized administrator of STARS. For more information, please contact [email protected]. STARS Citation Rivers, Thaddeus, "African American Head Football Coaches at Division 1 FBS Schools: A Qualitative Study on Turning Points" (2015). Electronic Theses and Dissertations, 2004-2019. 1469. https://stars.library.ucf.edu/etd/1469 AFRICAN AMERICAN HEAD FOOTBALL COACHES AT DIVISION I FBS SCHOOLS: A QUALITATIVE STUDY ON TURNING POINTS by THADDEUS A. RIVERS B.S. University of Florida, 2001 M.A. University of Central Florida, 2008 A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Education in the Department of Child, Family and Community Sciences in the College of Education and Human Performance at the University of Central Florida Orlando, Florida Fall Term 2015 Major Professor: Rosa Cintrón © 2015 Thaddeus A. Rivers ii ABSTRACT This dissertation was centered on how the theory ‘turning points’ explained African American coaches ascension to Head Football Coach at a NCAA Division I FBS school. This work (1) identified traits and characteristics coaches felt they needed in order to become a head coach and (2) described the significant events and people (turning points) in their lives that have influenced their career. -
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. -
Eagles' Team Travel
PRO FOOTBALL HALL OF FAME TEACHER ACTIVITY GUIDE 2019-2020 EDITIOn PHILADELPHIA EAGLES Team History The Eagles have been a Philadelphia institution since their beginning in 1933 when a syndicate headed by the late Bert Bell and Lud Wray purchased the former Frankford Yellowjackets franchise for $2,500. In 1941, a unique swap took place between Philadelphia and Pittsburgh that saw the clubs trade home cities with Alexis Thompson becoming the Eagles owner. In 1943, the Philadelphia and Pittsburgh franchises combined for one season due to the manpower shortage created by World War II. The team was called both Phil-Pitt and the Steagles. Greasy Neale of the Eagles and Walt Kiesling of the Steelers were co-coaches and the team finished 5-4-1. Counting the 1943 season, Neale coached the Eagles for 10 seasons and he led them to their first significant successes in the NFL. Paced by such future Pro Football Hall of Fame members as running back Steve Van Buren, center-linebacker Alex Wojciechowicz, end Pete Pihos and beginning in 1949, center-linebacker Chuck Bednarik, the Eagles dominated the league for six seasons. They finished second in the NFL Eastern division in 1944, 1945 and 1946, won the division title in 1947 and then scored successive shutout victories in the 1948 and 1949 championship games. A rash of injuries ended Philadelphia’s era of domination and, by 1958, the Eagles had fallen to last place in their division. That year, however, saw the start of a rebuilding program by a new coach, Buck Shaw, and the addition of quarterback Norm Van Brocklin in a trade with the Los Angeles Rams. -
Injury Risk-Workload Associations in NCAA American College Football John Andrew Sampson University of Wollongong, [email protected]
University of Wollongong Research Online Faculty of Science, Medicine and Health - Papers: Faculty of Science, Medicine and Health Part B 2018 Injury risk-workload associations in NCAA American college football John Andrew Sampson University of Wollongong, [email protected] Andrew Murray University of Oregon, [email protected] Sean Williams University of Bath, [email protected] Travis Halseth University of Oregon J Hanisch Philadelphia Eagles See next page for additional authors Publication Details Sampson, J. A., Murray, A., Williams, S., Halseth, T., Hanisch, J., Golden, G. & Fullagar, H. H. K. (2018). Injury risk-workload associations in NCAA American college football. Journal of Science and Medicine in Sport, 21 (12), 1215-1220. Research Online is the open access institutional repository for the University of Wollongong. For further information contact the UOW Library: [email protected] Injury risk-workload associations in NCAA American college football Abstract Objectives: To determine injury risk-workload associations in collegiate American Football. Design: Retrospective analysis. Methods: Workload and injury data was recorded from 52 players during a full NCAA football season. Acute, chronic, and a range of acute:chronic workload ratios (ACWR: 7:14, 7:21 and 7:28 day) calculated using rolling and exponentially weighted moving averages (EWMA) were plotted against non-contact injuries (regardless of time lost or not) sustained within 3- and 7-days. Injury risks were also determined relative to position and experience. Results: 105 non-contact injuries (18 game- and 87 training-related) were observed with almost 40% sustained during the pre-season. 7-21 day EWMA ACWR's with a 3-day injury lag were most closely associated with injury (R2 = 0.54).