Journal of the Louisiana Association of Health, Physical Education, Recreation, and Dance

Journal of the Louisiana Association of Health, Physical Education, Recreation, and Dance FALL 2017 VOLUME 81 | NUMBER 1

Louisiana Association for Health, Physical Education, Recreation, and Dance www.lahperd.org

2017 BOARD OF DIRECTORS Voting Officers President: Bonnie Richardson bakerrichardson@att.net Past President: Emily Beasley beasley@lsu.edu President-Elect: Susan Gremillion sgremillion@lsdvi.org Vice President, Dance Division: Kevin Brooks squeekmac@aol.com Vice President, General Division: Deborah Fournet dfournet@bellsouth.net Vice President, Health Division: Darrius Hughes daraecroson@juno.com Vice President, Physical Education Division: Teresa Guillot teresa.guillot@rpsb.us Vice President, Sport and Leisure Division: Summer Campbell summer.campbell@vpsb.net Non-Voting Officers Executive Director: Lynn Williamson lewilliamson@cox.net Secretary: Sr. Jean Marie Craig jmcraigsbs@aol.com Parliamentarian: Lisa Johnson ljohns@lsu.edu Vice President-Elect, Dance: Kris Cangelosi kcangelosi1@cox.net Vice President-Elect, General: Carrie Chandler cchandler@stjamesbr.org Vice President-Elect, Health: Rachel Andrus randrus@lsue.edu Vice President-Elect, Physical Education: Kerri Lee kerri.lee@zacharyschools.org Vice President-Elect, Sport and Leisure: JiJi Jonas jonas1134@cox.net Section Chairpersons Dance  Dance Education: Vacant  Performance Dance: Vacant General  Ethnic Minority: Vacant  Exercise Science: Angela Simonton acham29@lsu.edu  Future Professionals: Joshua Guillory jguillory31@yahoo.com  Higher Education: Vacant  Research: Vacant Health  Health Education: Rachael Gibson rachel@womensfoundation.com  Health Promotion & Wellness: Kyrin Minor kyrin@womensfoundation.com Physical Education  Adapted: Debra Toney dtoney9@cox.net  Elementary: Scott Wooden srwooden@caddoschools.org  Middle/Secondary: Kristi Romero krromero@iberia.k12.la.us Sport and Leisure  Athletic Training: Smiley Reeves creeves@latech.edu  Coaching Education: Mitzi Lalande milalande@iberia.k12.la.us  Community and Outdoor Recreation: Vacant  Fitness/Leisure/Aquatics: Brittany Richard brrichard@iberia.k12.la.us  Sport Management: Dee Jacobsen djacob6@lsu.edu Specialty Appointment Members Au Courant Editor: Dustin Hebert hebertd@nsula.edu Journal Editor: Dan Denson ddenson@mcneese.edu; Journal Layout Designer: Dustin Hebert hebertd@nsula.edu Jump Rope for Heart/Hoops for Heart Coordinator: Joanna Faerber jfaerbe@lsu.edu Convention Manager: Susan Gremillion sgremillion@lalsd.org LAHPERD JOURNAL EDITORIAL BOARD Wynn Gillan, Southeastern Louisiana University; Bob Kelly, Southern University; Lisa Dardeau, McNeese State University; Ron Byrd, Louisiana State University at Shreveport; Susan Lyman, University of Louisiana at Lafayette; Connie LaBorde, Louisiana Tech University (Retired); Hans Leis, Louisiana College LAHPERD JOURNAL CONTRIBUTING EDITORS Millie Naquin, Southeastern Louisiana University; YuChun Chen, Louisiana Tech University; Brad Strand, North Dakota State University

Journal of the Louisiana Association of Health, Physical Education, Recreation, and Dance FALL 2017 VOLUME 81 | NUMBER 1 CONTENTS REFEREED PAPERS Amateurism in the NCAA: Perceptions of Former Student-Athletes ................................................................1 Jelena Vucinic and YuChun Chen, Louisiana Tech University Simultaneous Bilateral Femoral Stress Reactions in a Healthy Adolescent Female Runner ..........................12 Erin Krogh, North Dakota State University Nicole German, North Dakota State University Robyn Knutson Bueling, TRIA Orthopedics and Sports Medicine Kathy Woken, Sanford Sports Physical Therapy Making a Difference as a Teacher, Coach, and Leader in the Lives of High School Athletes: Part 2 ............17 Bradford Strand, North Dakota State University Jacob Kincaid, Mandan Public Schools Brendan Skime, North Dakota State University Miki Stephenson, Cheney Middle School/Concordia College Kari Thompson, Southern Illinois University Overlapping Responsibilities of Certified Health Education Specialists and Certified Athletic Trainers ......24 Josh Walker, Central High School Barry P. Hunt, Mississippi State University Brittney D. Oliver, Mississippi State University Ronald D. Williams, Texas State University ADS AWARDS’ CRITERIA JOURNAL SUBMISSION GUIDELINES MINI-GRANT APPLICATION

Journal of the Louisiana Association of Health, Physical Education, Recreation, and Dance

REFEREED PAPERS AMATEURISM IN THE NCAA: PERCEPTIONS OF FORMER STUDENT-ATHLETES Jelena Vucinic and YuChun Chen Louisiana Tech University Abstract The National Collegiate Athletic Association (NCAA) prides itself on the amateurism principle.

The amateurism rules ensure that student-athletes obtain a quality educational experience while competing equitably in their respective sports.

However, prior research has questioned the fairness and consistency of the NCAA’s amateurism. The purpose of the study was to examine the perceptions of former student-athletes on the topics of (a) getting paid to play sports, (b) the amateur status in their chosen sports, and (c) potential exploitation from the NCAA, and to provide suggestions for the current collegiate athletics. Twelve student-athletes were purposefully selected from three men’s and three women’s teams. Data were collected using semi-structured interviews and analyzed using an analytic induction and constant comparison approach. Findings revealed that half of the participants believed student-athletes should receive a monetary compensation while the other half perceived otherwise. While there were nine selfidentified amateurs, there were three participants felt they were more than amateurs. Besides, nine of the participants perceived some level of exploitation from the NCAA, yet three of them did not feel the same way. Details of reasons for their beliefs and suggestions for the current collegiate athletics were discussed.

Keywords: amateurism, student-athlete, NCAA The National Collegiate Athletic Association (NCAA) makes millions of dollars every year from student-athletes who are “amateurs” in their chosen sports. To remain in the amateur status, studentathletes are not allowed to play, tryout, or sign a contact with a professional team, accept payment or prize money beyond their necessary expenses, and accept benefits or agree to be represented by an VOL. 81, NO. 1

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agent (NCAA, 1906). Suggs (2000) took Christine H. B. Grant’s criticism on the NCAA’s version of amateurism and suggested that student-athletes should be able to try out for professional teams and allow the option to return to the collegiate level if they failed to accomplish the former. Suggs (2000) also believed that high school athletes should be given the opportunity to test “the waters of professionalism” because it seemed impossible for the NCAA to investigate every single case on what collegiate athletes have been offered before signing a contract with a given university (p. A53). The NCAA did not approve this proposal but it shed light on some of the ideas and opinions of people in regards to amateurism.

The commercial character in the collegiate sports industry lifts the curtain on amateurism to a different level. McCormick and McCormick (2008) believed that collegiate sports have become less and less of an amateur enterprise because of the high commercial content, and that Division I athletic programs should have to abide by the laws put in place that other companies conducting commercial activities have to adhere to. Branch, Foxworth, and Muscato’s (2013) documentary showed remarkable insight on how much the NCAA has made and how little of that has gone to the student-athletes, which led to how the NCAA could potentially exploit student-athletes, especially at the revenueproducing universities. Wolohan (1999) revealed that some of the most prestigious universities have been subject to fraud, and the integrity of the education received at these universities was under threat due to the academic myth the NCAA has developed and the way student-athletes have become exploited. McCormick and McCormick (2010) claimed that football and men’s basketball teams have been subject to various forms of exploitation over a vast number of years, and the players were essentially left with no choice but to leave the country to play their desired sports if it was even possible or stayed and played in the United States for “an NCAA institution where they are required to provide their valuable services to enrich others” (p. 640).

As video games involving sports raised in popularity, many video game producers have FALL 2017

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showed the interests on implementing NCAA sports in their gaming systems. However, NCAA Bylaws 12.5.2.1 and 12.5.2.2 essentially “helps” video game producers incorporate everything about current student-athletes into a video game as long as their names and exact images are not appeared on the commercial items (Matzkin, 2001). This ensures that video game producers do not have to pay the student-athletes for the use of their likeness even when the resemblance of them to the video game is astonishingly strong. According to Kaburakis, Pierce, Cianfrone, and Paule (2012), more than half of the student-athletes believed they were endorsing the video games and deserved to get their fair share of the profits, although 53% of the same respondents understood that when they signed the student-athlete consent form, they had granted the NCAA permission to generate revenue from their images in any commercial activities and video games.

As Kaburakis et al. (2012) challenged fellow researchers to test the fairness and consistency of the NCAA’s amateurism, the purpose of the study was to examine the perceptions of former studentathletes on the topics of (a) getting paid to play sports, (b) the amateur status in their chosen sports, and (c) potential exploitation from the NCAA, and to provide suggestions for the current collegiate athletics.

Methods

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collection commenced, Kevin was working at a local training center giving baseball lessons to children and youth. Tim started his freshman year at the university and redshirted his only year playing college baseball. He was a clinical support analyst at a local hospital.

Bruce and Steven played basketball for their respective universities. Bruce received a full academic scholarship and played three years from his freshman year. He was a Master of Business Administration student at the time. Steven transferred from a junior college as a walk-on and played for a year at the university. He was an assistant coach at a local junior college.

Jenny and Rachel were on the same basketball team. Jenny received a full athletic scholarship for four years. She continued to pursue a master’s degree in accounting after college. Rachel was on a half-academic-half-athletic full scholarship. She started her freshman year at the university and played for two years. She was a sports journalist during the course of study.

Tyler and Alex were football players representing two different universities. Tyler was a walk-on in his freshman year and earned a partial athletic scholarship. After being on the team for five years, Tyler worked for his alma mater as an athletics academic advisor. Alex was on a full athletic scholarship and played for four years. He also became an athletics academic advisor.

Participants The participants in the study were 12 former student-athletes from three NCAA Division I universities. The three universities belonged to their respective conferences, and none of them was the Power Five conferences. Two student-athletes, using purposive sampling, were selected from each of the following teams: baseball, men’s basketball, women’s basketball, football, women’s soccer, and women’s volleyball.

Kevin and Tim played baseball on partial athletic scholarships at the same university. Kevin transferred from a junior college and finished his last two years at the university. At the time data VOL. 81, NO. 1

Julia and Amy were soccer players at the same university. They both started playing straight out of high school. Julia was a walk-on and played for three years. She became a high school teacher after graduation. Amy was on a partial athletic scholarship and only played for a year. She was working in a gym as a fitness instructor at the time.

Hannah and Claire were teammates on the volleyball team. They both received a full athletic scholarship from their freshman year. Hannah played for three years while Claire played for four.

After graduation, Hannah became a chemical engineer and Claire worked for a recruiting company. All participants completed human FALL 2017

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subjects consent forms to satisfy the university institutional review board policy.

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Findings and Discussion Should student-athletes get paid to play sports?

Data Collection Twelve formal semi-structured interviews, one with each participant, were conducted in person or via Skype® by the first author in a private room where complete confidentiality was ensured. Each interview was consisted of three phases. In the first phase, nine questions were asked to gather initial thoughts on the three topics. The interview script was drawn from Branch, Foxworth, and Muscato (2013)’s Schooled: The Price of College Sports documentary, which was played to the participants as the interview proceeded to the second phase. The documentary is based on the book The Cartel and the article “The Shame of College Sports” both written by the Pulitzer Prize-winning scholar Taylor Branch. It looks at all aspects of the college sports industry in the United States from the history and culture to the billion-dollar business it has become.

It goes into how the industry has been built by the student-athletes who are divested of several rights.

Shortly after the documentary was over, the participants were asked the same set of questions.

The purpose of the third phase was to examine how the documentary reinforced or hindered their initial responses. The interviews were approximately 140 minutes in duration. All interviews were audiorecorded and transcribed verbatim.

Data Analysis Using the standard techniques of analytic induction and constant comparison (Goetz & LeCompte, 1984), interview transcripts were first carefully read by both authors. Texts between the lines revealing the participants’ thoughts and experiences that could possibly contribute to the conceptual categories were identified and coded. The most significant and frequent codes were further defined into conceptual categories while the relatively small ones were collapsed into overarching themes.

Credibility and trustworthiness were based on a thorough search for negative and discrepant cases and member checking (Goetz & LeCompte, 1984).

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Yes, they should get paid. According to the responses, half of the participants believed studentathletes deserved a monetary compensation for three different reasons. First, they were the main revenue-producing force. Tyler questioned, “Where is all that money going and why can’t we get a little bit of that paycheck?” Not only did Bruce ask for his share of the benefits, but he also questioned the integrity of student-athletes’ education: If a player is producing money for the school, they should see a cut of itSchools bring players in and say they're giving them an education but they don't actually check their education. They only want them to succeed for their sports while they’re in school; [it] means that education is essentially pointless. (Bruce, basketball) When asked if they were to play for a top revenueproducing school, Tyler, Jenny, Rachel and Julia revealed that they would feel more entitled to be paid. Their strong feeling of unfairness emanated from the assumption that the universities were making a lot of money while the student-athletes were struggling to get by: There is a lot of mental and physical stress being a college athlete. The school makes a lot of money because of us. I’m not saying they should give us all of it, but we are eating ramen noodles or straight out of the cafeteria like we are broke. (Rachel, basketball) Secondly, being a student-athlete felt like a fulltime job. The participants expressed the challenge to balance the school work and to be the best athlete they can be. The following data extracts are examples that being a student-athlete was equivalent to having a full-time job: I feel it’s almost a job. You have to be at places on time. You can’t really make your schedule.

You make your schedule around whatever sport you are playing. So I definitely think student-

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athletes should get some type of stipend.

(Steven, basketball)

a free education is a big deal and that’s more than enough. (Kevin, baseball)

It’s a full-time job. You spend so much time doing things between a student and an athlete.

It’s taking so much time of your day that if you had a job to go to on top of being in school, you should get some kind of compensation for it.

(Julia, soccer)

They give you a scholarship. All of the benefits you get from being on the team like clothes, books, meal tickets, and all of the partnerships with different athletic companies. That would be basically your pay, like those are your benefits.

(Amy, soccer)

Lastly, the participants claimed they should be directly rewarded for their hard work. All of them enjoyed the atmosphere during a game. They wanted to have the pride and support for their teams, but they did not feel compensated enough for what they had contributed. It was unfair for studentathletes to put their livelihood on the line but get nothing for it. Besides, they would try harder and perform better if there was some kind of monetary compensation for their effort. Data snippets in support of their thoughts are presented below:

The second reason referred to the student-athletes’ lower skill development and the leagues’ less competitive level. Unlike the professionals who receive payment for their high performance, these participants were not confident enough to categorize themselves with the professionals. Amy stated, “There are different levels in the team. You improve your skills and work your way up. Once you get there, the actual professional level, that qualifies you as a professional.” Kevin also echoed, “If they did get paid, they might as well be professionals and never come to college.”

“You look at the Power Five conferences, the amount of money generated, and what all these student-athletes are asked to do. I think, as a former athlete, we have earned the right to receive the reward for all the hard work we put into it.” (Tyler, football) We work really hard to get to where we are and people are making so much money out of us.

We should get some kind of compensation for that. Also, we are more inclined to do well if we are getting rewarded for our efforts. (Jenny, basketball) No, they should not get paid. Another half of the participants shared the opposite opinion, also for three reasons. The free education and other benefits such as meal plans, clothes, and housing were a great deal to exchange for their services. They were satisfied with their situations and grateful for what they were offered: Most football players are on a full-ride scholarship. And then you look at a sport like baseball, where they get 11 scholarships and there are 40 kids on the team. So to me, getting

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The third reason was the investment for their future.

Being a student and an athlete helped prepare them for the real world as they disciplined themselves in the classroom and on the court/field. Many, especially the females, revealed that they would not play professional sports so the college experience served to expand their career choices. The more promising ones, on the contrary, spent their college years developing their skills and waited to be discovered: You're putting all your time and effort to get rewarded later once you have a degree. Being able to play [volleyball] while getting an education should be a good enough reason. The focus would be completely different if people were getting paid. (Hannah, volleyball) The majority of the guys who are amazing like all-stars will get drafted after a year or four years. They’ll be making millions of dollars anyway. So it’s just waiting for your time while you are getting a free education in the process.

(Claire, volleyball)

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After documentary. The documentary reinforced the responses of all participants but one. One of the participants who initially claimed student-athletes should be paid was somewhat persuaded. Bruce’s answer was “yes and no”: In some situations, the athlete doesn’t bring money but brings other qualities for the school; then, the exchange of a free education for that person is fair and a reasonable trade-off. But in other situations where people are making the school lots of money, then they should be compensated for that. (Bruce, basketball) The other six participants’ responses remained the same. Other than the initial reasons, the participants mentioned two interesting points. Some believed that the money generated by the athletics was towards the facilities. It should be a privilege to be trained and play in one of the multi-million dollar facilities. The second point was a concern about how to make the “payment” fair across the board. In their defense, if the NCAA paid football teams, they should also pay the other teams just as much. In the end, there might not be enough funding for the arrangement.

Do you feel like an amateur in your chosen sport?

Yes, I feel like an amateur. Nine of the participants considered themselves as amateurs for two main reasons. The first reason was the fact that they did not receive any payment or endorsement from playing college sports. For instance, Jenny did not get to spend the money her team produced, which made her feel she was not getting anything like an amateur. Other income resources were also mentioned. Tim, for example, said, “People were not buying my jersey” and “I did not have any endorsement deals.” Julia also relayed that she was not “getting put on advertisements” for the sport she played.

The second reason was the fact that they were playing for a university and not for a professional organization. Tim defined, “an amateur is someone who is not [a] professional [athlete].” At the end of the day, Alex stressed that they were just “snotVOL. 81, NO. 1

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nosed kids try to enjoy college and a sport at the same time.” Additionally, some participants thought their skill levels were not qualified to compete in a professional league. Like Steven said, “when you get better and grow as a player, you’ll become proready by the time you graduate” as a way to express college is a training ground for amateurs to become professionals.

One of the nine self-considered amateurs was able to draw a comparison between college sports and intramurals. Julia noticed some teams take intramurals seriously; they had regular practice and their goal was to win the State Championships.

Other than that, every participant stressed “there is no comparison.” The practice load was much higher and the atmosphere was much more intense in college sports. Julia said, “The refs don’t even know what they’re calling half of the time.” More examples are illustrated below: When you play intramural sports, you just go to the game every time. When you play a collegiate sport, it’s so much more than just a game. There is a certain commitment and dedication that you’ve got to give. I feel anybody could play an intramural sport.

(Steven, basketball) It’s not exactly the same level of competition.

When you play an intramural sport, you might have a practice once, maybe twice a week. And then you can show up, [but] you don’t have to show up if you have other things to do. (Jenny, basketball) Although they identified themselves as amateurs, the majority of them felt they could have been compensated more for what they had contributed to the teams and the universities. The two major items on their wish list were stipends towards off-campus living and more scholarship allotments to the minor sports. Jenny argued, “There is no reason for us to have to pull money out of our own pocket to pay for food.” Examples of the need to allot more scholarships amongst minor sports are illustrated in the following data extracts:

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[In] football and basketball, most of them get a full scholarship. [In] baseball, the whole team is only allowed 11 scholarships. So you have to spread 11 scholarships out between 35 people. I would like to have been paid a little more. (Tim, baseball) We only had a few full scholarships. Everyone else had some [part of the scholarships]. Some of our best players were just [compensated] on books. I was [on a] partial [scholarship]. It wasn’t as good, but for some of the girls, they did not get what they deserved. (Julia, soccer) Only two of the self-considered amateurs felt they were compensated enough. They appreciate the free education and all the benefits that came with the scholarships: Growing up, I didn’t have all those things.

When I got to college, I had a place to live. I had food. I got weight training, which I never had growing up. To me, that was a big deal and people actually came to the games and wanted us to win. (Kevin, baseball) I think about how much tuition costs for four year Now that I’m out of school and seeing people with student loans The four years of all the work I put in pays off a lot more now that I don’t have student loans to worry about. (Claire, volleyball) No, I do not feel like an amateur. Three of the participants felt they were more than an amateur because the requirements and obligations they had to meet were equivalent to that of a professional except for the fact that they were not getting paid for their services. They treated their sports as a fulltime job, and occasionally, it took away their love for the sport: An amateur plays for the love of the sport, but as a college athlete, you don’t necessarily [love the sport]. You’re doing everything that happens in a professional environment but getting paid. I felt I played a professional sport. It’s exactly the same thing except I wasn’t getting paid. (Bruce, basketball) VOL. 81, NO. 1

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I didn’t realize a scholarship was not a 4-year thing until the end of my freshman year when coach brought everybody in to her office individually to talk about the year and whether she wants you back or not. If you do not succeed, you will lose your job. That’s not amateurism. (Rachel, basketball) Bruce and Hannah were able to name a few similarities between collegiate and intramural sports from the social and entertainment perspectives, but all three of them felt even stronger on the differences between the two as Rachel emphasized, “It’s nowhere near the same thing.” They also argued collegiate sports were played at a higher level and there was more pressure on their shoulders, which did not exist in intramurals: We practice once or twice in the gym and half the time we’re laughing and talkingCompared to the type of preparation and strain you put on your body in order to succeed at the college level, playing in intramurals is basically a pickup game. (Rachel, basketball) The difference is the level of commitment.

When you sign your letter of intent, you are committed to being a part of a team. You have to show up to practices and do what you’re asked of. It’s not really fun at times because there’s more to that commitment. (Hannah, volleyball) Bruce and Rachel claimed that the time and effort that were required to keep them on the teams warranted more compensation. They pinpointed the sport-related injuries, physical fatigue, and mental stress that every student-athlete had to experience at some point of their college career. If they were amateurs, they would not feel they needed more from what they were contributing to the sport. The following data snippets express their frustration: I got injured and it took them 6-8 weeks to figure out there was a break. All that time the coach made me play on it. Then, my ankle got worse and my career was over. People said I should sue the school for mistreatment and

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make some money. I feel I was used and thrown out. (Bruce, basketball) They need to take care of the players better.

We’re not just going to school or just playing a sport. We are putting our bodies out there for the school to sell tickets and merchandise.

Without us, they have no revenue coming in, so why can’t a percentage of that go back to us?

(Rachel, basketball) Hannah was the only one who self-identified more than an amateur, yet was content with what she was compensated. She valued self-motivation and believed that monetary compensation should not be the trigger to stimulate hard work and selfdiscipline: The off-campus checks provided comfort living.

If I wanted to spend extra, that would have to come out of my pocket. You put time on the court because you’re committed to improving yourself every day, not because you’re expecting some sort of financial reward.

(Hannah, volleyball) After documentary. The documentary reinforced every participant’s initial responses regarding intramurals and the compensation in exchange for their services, yet persuaded four participants to adjust their initial responses on the amateur status.

Three of the four were Tyler, Jenny and Claire who initially identified as amateurs. After the documentary, they realized that they were recruited to play sports and rewarded with scholarships, which was technically a business trade-off that did not exist in amateur sports. Hannah was the only one who changed her amateur status the other way around. The rationale was that she still had the passion for volleyball and would still play for the team if her scholarship was taken away.

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made an inquiry about the money produced by collegiate athletics and complaint that the reward did not match the effort. Yet, a few of them understood the business side when they became student-athletes so it did not bother them as much.

Examples of two levels of perceived exploitation are illustrated below: People get paid to be on commercials. Even if you had one line in a Gerber baby food commercial, you get paid for that. They got you running down and over people to get in the end zone, and you don’t even know it’s coming on the air. How does that work? (Rachel, basketball) We are their product if you see it from the sales perspective. That’s their whole deal, but we know that going in. That’s why I feel to some extent [exploited]We decide to play college athletics and we know what we are signing up for. (Claire, volleyball) The second reason was using student-athletes’ likeness in video games and other commercial activities without their consent, not to mention a proper compensation. As illustrated by the following data snippets, the participants discussed the unfairness in the matter: If someone was making money out of my look, then there should have been a settlement. If they are going to use my likeness, you’d think the right thing to do is to ask, but they never did and I don’t think it’s right. (Bruce, basketball) I remember one time, a friend sees the player in the video games and go, “Oh that’s me.” It has his number and the player looks just like himIt’s the same thing like the NBA and NFL [players]; they get paid to be in video games, but he gets nothing. (Rachel, basketball)

Do you feel the NCAA exploits student-athletes?

Yes, the NCAA exploits student-athletes.

According to the initial responses, the level of exploitation of student-athletes in general identified by nine of the participants ranged from some to a great extent for three different reasons. First, they VOL. 81, NO. 1

The third reason was related to game promotions, especially the promotions led to the cumulating events. It was already difficult to find the balance between a student and an athlete, so game day promotions should be considered as an additional

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responsibility, especially not every team makes to the post-season games:

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photos were public, the owner essentially granted the permission for everyone to use them:

As a student-athlete, you go to school and play a sport. When you are doing things to promote the game, you are not playing the game or working on your education. You are using your time to make somebody money, you should get paid for it. (Bruce, basketball)

It doesn’t really bother me. It’s actually cool because they pay attention to youThey even make third-string players playing with more well-known players in the game. I thought it was funny that they put that much time and effort into it. (Julia, soccer)

When you are talking about promoting conference championships, bowl games and playoffs, the amount of money generated is ridiculous. They are using the schools and the student-athletes to generate that kind of money, so we should get a piece of that. (Tyler, football)

There’s social media and their pictures are everywhere. Why should they pay to have it on a video game if that picture is not private?

There’s so many other ways you can access a picture, so I don’t think they should have any image right paid to athletes just because their images are being used. (Hannah, volleyball)

No, the NCAA does not exploit student-athletes.

Compared to the nine participants who sensed certain level of exploitation, only three others felt otherwise. Their experience was categorized in three areas. First, they valued the scholarships. It was a unique opportunity for them to experience if the NCAA did not exist. Besides, every studentathlete had the choice to step out of the “exploitation” if they could not agree with the rules and regulations:

Third and lastly, game promotion was part of the obligation as student-athletes. It was an honor to represent the team, the athletic department and the university. When the promotion narrows down to a few representatives, it should be one of the most distinguished events for the selected studentathletes in their college career:

I have lot of international friends and their opinions have shaped mine. In America, the NCAA allows amateur athletes going to college for free and playing a sport. They don’t really have that anywhere else. I feel that’s something really special. (Jenny, soccer) It is a choice that we sign up for. Nobody is making us do it. We can quit at any time. We can transfer. They are just playing by the rules.

If we have a problem with following them, then we wouldn’t be here in the first place. (Hannah, volleyball) The second reason was the excitement to be in a video game. They felt “cool” and “awesome” if they or someone they knew were selected among 460,000 student-athletes in the NCAA. In addition, today’s social media created an easy access to student-athletes’ photos. The expectation was if the VOL. 81, NO. 1

It’s really an honor to represent your team and your school. That should be enough because you are supposed to be loyal to your school. When you sign that letter of intent, you’re signing away those kinds of rights. (Jenny, basketball) The reason behind promotion is really to get people to go to the games and support the teamIf you are the one chosen to do that, you are supposed to feel it’s an honor to be one of the top people that get to be in that promotion.

(Hannah, volleyball) After documentary. Branch and colleagues’ (2013) work reinforced everyone’ initial responses except for Julia’s. From a small college town, Julia was oblivious to the multimillion-dollar collegiate sports industry she was once in. The documentary convinced her to believe the potential exploitation of student-athletes: I didn’t realize it was such a big deal. In those bigger schools, if they have a higher rating, it FALL 2017

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means they have proved that they are good, so they should get rewarded. The advertisements such as March Madness and the video games, that’s definitely exploiting student-athletes.

(Julia, soccer) Suggestions for the Current Collegiate Athletics Before and after watching the documentary, eleven participants provided suggestions to create a better future. The first suggestion referred to an equal treatment among the universities and the studentathletes. Even in the same division sanctioned by the NCAA, some universities have better facilities and more resources than others. By the same token, resources allotted to the student-athletes in the same university seem to be inconsistent by teams. The discrepancy has been created because the more revenues the universities/teams generate, the more resources they receive. Spreading out the funds across the country and offering an equal amount of stipend to every student-athlete regardless of the sports: Football is the main money maker for our school, along with basketball right behind. I think the money should be divided up equally with facilities and getting the support needed.

The NCAA needs to do a better job at making sure every school gets the same. (Tyler, football) It’s complicated because they would have to pay everybody the same. If they pay football players more than swimmers because football makes the money, that’s setting a social standard on sports.

They need to come up with something to compensate, maybe a check that only works on groceries. (Rachel, basketball) The second suggestion was to help student-athletes understand the value of a college degree, which will set them up for future employment other than a professional athlete. This mindset was especially strong amongst the female participants: Getting an education is important because you’re not going to make it the rest of your life playing that sport, you’re going to need VOL. 81, NO. 1

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something to back up your athletic skills so I definitely think going to college is a good stepping stone. (Julia, soccer) Some of us just want to get an education for free while doing something we enjoy. I’ve been out for almost two years and seeing people with 50 thousand dollars in debt and all I had to do was playing volleyball for four years. It’s definitely an easier payment. (Claire, volleyball) In additional to educate student-athletes to acknowledge the importance of a college degree, Bruce who received a full academic scholarship playing football also suggested the higher authority should monitor the integrity of education better than before: You’re a student-athlete, you should care about the student first and the athlete second, but it doesn’t really happen. They want you to play sport, score points, get touchdowns, make tackles, and do whatever you have to do to pass classes because they need you eligible. (Bruce, basketball) The last suggestion was an urge to take better care of the student-athletes physically, especially those who have been injured from playing the sports. It was only ethical for the school to follow up with the student-athletes about their injuries and take care of them even after graduation. However, they noticed many universities abandoned their student-athletes once they were no longer valuable for them: So many people have serious injuries from the years they played [college sports]. It really shows you how much of a business it is and how commercialized college sports are; as soon as you lose your value to them, you’re essentially discarded. (Jenny, basketball) You hurt your leg while playing sports, they pay for your surgery, therapy, and rehab. But what if you need rehab for the rest of your life, like the guy in the movie? They did everything in their power to make sure that they were not liable for his injuries. (Alex, football)

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Conclusions This study aimed to investigate the NCAA’s amateurism in three different topics among former student-athletes and provide suggestions for the current collegiate athletics. Twelve student-athletes were purposefully selected from three men’s and three women’s teams. Each of the twelve formal semi-structured interviews included an initial questioning session, a documentary-watching session, and another questioning session. Data were analyzed using the standard techniques of analytic induction and constant comparison.

Half of the participants believed student-athletes should get paid while the other half perceived otherwise. The former claimed that student-athletes were the main revenue-producing force and that the “full-time job” should warrant monetary compensation for their hard work. The latter argued that the free education and other benefits were enough and the college experience should be an investment to prepare for their future career goals.

After the documentary, one participant was partially persuaded to believe that the decision to pay student-athletes or not should depend on their contribution to the school.

Nine of the participants felt they were amateurs because they did not receive any payment beyond their scholarships and they were playing for a university as opposed to a professional organization. Three other participants, on the other hand, felt they were more than an amateur because the team obligations were equivalent to that of a professional team. After reviewing the film, three of the self-identified amateurs felt otherwise because they were actually recruited and rewarded for their talents. One participant changed her amateur status the other way around because her passion for the sport would not decrease if her scholarship was taken away.

Nine of the participants perceived some level of exploitation from the NCAA because the scholarships did not seem to match the money student-athletes brought in to the universities. Also, none of the profits made through the prevailing video game industry and game promotion was VOL. 81, NO. 1

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allotted to the student-athletes. On the contrary, three participants value the scholarships, which was enough to exchange for their services. They also felt it was an honor to be in the video games and promotions because they were the few chosen ones to represent their teams and schools. After the documentary, one oblivious participant was persuaded to believe the potential exploitation from the NCAA. Lastly, the majority of the participants provided suggestions to improve the current collegiate athletics. They suggested allotting the funds equally regardless the universities and sports. Helping student-athletes understand the value of a college degree and better monitoring the integrity of education were also suggested. Thirdly, the urge to take better care of student-athletes’ injuries, even after graduation, was another suggestion.

To conclude, it was impossible for the authors to completely suppress the participants’ subjectivities on the interpretation of the data and the presentation of the narratives. Therefore, some thoughts given to reflection and auto-critique were warranted. Future research could explore more extensive investigation on the experience of current and former studentathletes from different sports, levels of competition, and regions of the United States.

References Branch, T. (2011a). The cartel: Inside the rise and imminent fall of the NCAA. San Francisco, CA: Byliner Inc. Branch, T. (2011b). The shame of college sports.

The Atlantic, 8, 6-9.

Branch, T., Foxworth, D., & Muscato, A. (2013).

Schooled: The price of college sports [DVD].

Culver City, CA: Strand Releasing.

Goetz, J. P. & LeCompte, M. D. (1984).

Ethnography and qualitative design in education research. San Diego, CA: Academic Press.

Kaburakis, A., Pierce, D. A., Cianfrone, B. A., & Paule, A. L. (2012). Is it still "in the game"; or has amateurism left the building? NCAA student-athletes' perceptions of commercial

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activity and sports video games. Journal of Sport Management, 26, 295-308.

Matzkin, M, (2001). Gettin' played: How the video game industry violates college athletes' rights of publicity by not paying for their likenesses.

Loyola of Los Angeles Entertainment Law Review, 21, 227-252.

McCormick, A. C., & McCormick, R. A. (2008).

The emperor's new clothes: Lifting the NCAA's veil of amateurism. San Diego Law Review, 45, 495-546.

McCormick, R. A., & McCormick, A. C. (2010). A trail of tears: The exploitation of the college athlete. Florida Coastal Law Review, 11, 639665.

National Collegiate Athletic Association. (1906).

Amateurism. Retrieved from http://www.ncaa.org/amateurism Suggs, W. (2000). The NCAA debates the meaning of amateurism. Chronicle of Higher Education, 46, A53-A54.

Wolohan, J. T. (1999). College athletes for hire.

Journal of Sport Management, 13, 167-168.

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SIMULTANEOUS BILATERAL FEMORAL STRESS REACTIONS IN A HEALTHY ADOLESCENT FEMALE RUNNER Erin Krogh North Dakota State University Nicole German North Dakota State University Robyn Knutson Bueling TRIA Orthopedics and Sports Medicine Kathy Woken Sanford Sports Physical Therapy Abstract Background: A 14-year-old female cross country runner and gymnast was seen in the orthopedic clinic complaining of left groin pain. The pain had an insidious onset and began approximately one month prior to the initial physician appointment.

Differential Diagnosis: Pelvic apophysitis, quadriceps strain, groin strain, labral tear, neoplasm, arthritis, and avascular necrosis. Treatment: During the initial orthopedic examination, the anterior inferior iliac spine and pubic symphysis were tender to palpation. The left hip had mild pain with motions past the end range of motion. Resisted hip flexion and adduction elicited pain. The athlete was unable to bear weight or hop on the left leg without pain. Bilateral radiographs showed no obvious fracture(s). MRI results showed a left femoral neck stress fracture and a right femoral neck stress reaction. A complete bone health workup was completed, but revealed no abnormalities. The athlete was completely non-weight bearing for four weeks and completed physical therapy over the course of three months. Once she could run on 80% of her bodyweight, a gait analysis was completed using an Ultra-G treadmill. The gait analysis revealed a cross-over in her running form.

Uniqueness: Stress fractures are one of the most common injuries in endurance athletes. However, only 8-11% of all stress fractures in athletes and military personnel occur in the femur. In the past 40 years, there have only been 25 reported cases of simultaneous bilateral femoral stress fractures. Only VOL. 81, NO. 1

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two other cases have been documented in a healthy adolescent female athlete. Conclusions: Gait observation and evaluation of cross-country athletes by athletic trainers, coaches, or other trained professionals may help prevent femoral stress fractures. Athletic trainers need to identify the risk factors and recognize the symptoms of femoral stress fractures. Identifying the risk factors of these injuries can be crucial to proper diagnosis and possible prevention.

Keywords: stress fracture, femur, detection, MRI There are 38 million children and teenagers that participate in athletics in the United States and there are approximately 480,000 college athletes every year (Lemire & O’Connor, 1993; National Collegiate Athletic Association, 2016; Williams, Valasek, & Wilckens, 2005;). Unfortunately, injuries are common in athletics. There are two million injuries per year in high school athletes alone. Of the sports related injuries recorded in young athletes, overuse injuries make up approximately half of these injuries sustained (Williams et al., 2005). Stress fractures are a common overuse injury for many athletes (Starkey & Brown, 2015). Overall, the most common sites for stress fractures in a runner are the tibia (64%) and the metatarsals (21%) (Weind & Amedola, 2005). Only 8-11% of the stress fractures that occur in athletes and military personnel develop in the femoral shaft and neck. Furthermore, an unilateral femoral stress fracture is more common than a bilateral femoral stress fracture (Freitas, Isamel da Costa, Azevedo, & Sampaio de Oliveira, 2015; Starkey & Brown, 2015). In fact, only 25 simultaneous bilateral femoral stress fractures have been reported in the last 40 years (Freitas et al., 2015). Simultaneous bilateral femoral stress fractures were first reported in psychiatric patients as a side-effect of having drug-induced or electroshock-induced seizures. Most cases of femoral stress fractures reported occurred in elderly patients due to osteoporosis, chronic renal failure, celiac disease, or hyperparathydroidism (Freitas et al., 2015). In contrast, there have been very few cases of an athlete with simultaneous bilateral femoral stress fractures; specifically only two cases similar to the one presented in this study (Blatz, 1981; Bouchoucha et al., 2011).

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Researchers and clinicians have identified several factors that can put athletes at risk for stress fractures. These include poor nutrition, endocrine disorders, amenorrhea, low bone mineral density and overuse (Weind & Amendola, 2005). These injuries are seen more often in women than men (Starkey & Brown, 2015). Young athletes tend to experience increased overuse injuries because of over-training, improper form and social pressures to ignore injuries (Williams et al., 2014).

Often, femoral stress fractures can be difficult to diagnose. Patients will present with complaints of a deep ache anywhere in the thigh, hip, or groin region (Starkey & Brown, 2015). The pain will increase with activity and may present when sidelying at night. Palpation may be unremarkable for pain, especially at the beginning of symptoms. In contrast, mature stress fractures are often painful during palpation (Starkey & Brown, 2015). Range of motion can be limited and painful near the end.

Strength may also be decreased. It is common to have difficulty standing on one leg and have pain during axial loading or with shear forces (Starkey & Brown, 2015). The imaging of choice is magnetic resonance imaging (MRI), because only 10% of stress fractures will appear on a radiograph within the first week and less than 55% will ever appear on a radiograph (Starkey & Brown, 2015). In the very few cases of bilateral femoral stress fractures it has taken weeks to months after initial symptoms for the correct diagnosis to be confirmed (Blatz, 1981; Bouchoucha et al., 2011; Lemire & O’Connor, 1993; Williams et al., 2014). This has ultimately led to a prolonged recovery period because of how far the stress fracture has progressed. This delay is especially problematic because, thus far, early detection has led to the best prognosis for the patient.

In this case study, we report a case of simultaneous bilateral femoral stress fractures in a 14-year-old female long-distance runner.

Case Report A 14-year-old female cross-country runner and gymnast was seen in the orthopedic clinic complaining of left groin pain. The pain had an VOL. 81, NO. 1

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insidious onset and began approximately a month before the initial physician appointment. Pain was not reported to the family until the cross-country season was complete, approximately one week prior to the physician appointment. During a routine physical examination two months prior, the athlete reported no pain or musculoskeletal problems. The pain increased with running, jumping and back arching activities. An antalgic gait was noted.

Treatment for the injury consisted of ice, heat, ibuprofen and Biofreeze. Upon further questioning, the athlete disclosed initial pain in the right hip. The right hip pain decreased slightly over time and then pain began in her left hip, which progressively increased.

During initial evaluation, the physician deemed that symptoms seemed most consistent with pelvic apophysitis. However, the physician suspected a femoral neck stress fracture because of the athlete’s inability to bear weight on one leg. Other musculoskeletal findings during the initial evaluation included: nontender right hip with full range of motion, left hip with mild pain during end range of motion, anterior inferior iliac spine (AIIS) and pubic symphysis tender to palpation, and some pain reported with resisted hip flexion and adduction. Bilateral radiographs did not reveal any significant findings (Figure 1, Figure 2). An MRI was ordered to rule out a stress fracture.

The MRI revealed a left femoral neck stress fracture and a right femoral neck stress reaction.

Specifically, there was edema in the left and right medial formal neck/intertrochanteric junction (Figure 3, Figure 4). A DEXA scan of the hip/spine, complete blood count, comprehensive metabolic panel, and hormone level assessment revealed no significant findings. The athlete had yet to begin her menstrual cycle. She had been taking a multiple vitamin tablet once a day, but did not take a specific vitamin D supplement. The athlete did not drink milk, but did get three to four servings of dairy in the form of yogurt, ice cream, cheese, etc. She ate at least three meals, with two to three snacks every day. The athlete wore orthotics to correct pes planus in both feet. She has no family history of osteoporosis.

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Treatment for the apophysitis initially involved crutches for transportation, pain management (ice, heat, over-the-counter medication), and therapeutic exercise. After the bilateral femoral stress fracture diagnosis (seven days following the initial diagnosis of apophysitis), treatment progressed to using crutches at all times and seeing a physical therapist once a week. Lower extremity weight-bearing activities were restricted; upper body resistance and cardio exercises were allowed. As symptoms and pain levels decreased, a small amount of force was placed on the hips to promote bone growth.

Physical therapy initially included non-weightbearing activities for the lower body (supine quadricep stretch, supine hip rotations, and quadruped leg extensions) and upper body resistance exercises (push-ups, pull-ups, front and side planks, bench press, and military press). After one month, walking was introduced in short amounts of time, less than 15 minutes. During school a wheelchair was used. Physical therapy progressed to include v-sits. Once pain free, seven weeks post diagnosis, use of a zero gravity treadmill was implemented. Strengthening activities began with static, full weight-bearing exercises. Stretching exercises were performed daily while at gymnastics progressing to bar routines with dismounts into the foam pit. This level of activity was followed by a slow progression back to full activity. Overall, it took four months to return to full activity.

After the athlete was cleared to return to full activity, a gait analysis was completed. This analysis revealed a cross-over gait. A contralateral pelvic drop most likely due to abductor weakness was noted. Initial foot contact almost medial to the midline with both feet indicated a cross-over gait. A cross-over gait occurs when one foot or multiple feet cross the midline of the body as the individual is running. The athlete was provided with a home exercise program that focused on strengthening the hip abductor muscles and flexibility in the hip flexors and hamstrings. The physical therapist did not attempt to address or fix the cross-over gait, but noted specific abnormalities that should be addressed before the athlete begins running again.

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Discussion This case illustrates the clinical presentation of femoral stress fractures and the importance of early detection. Femoral fractures are divided based on their location and cause of the fracture (Starkey & Brown, 2015). Fatigue stress fractures happen with an increase in volume and intensity of repetitive activity with inadequate recovery periods.

Insufficiency stress fractures are normal stress fractures in a bone that lacks expected bone density (Starkey & Brown, 2015). Tension-side stress fractures involve the superolateral neck and occur more often in adults (Williams et al., 2014). These fractures are more unstable and usually require fixation (Starkey & Brown, 2015). Compressionside stress fractures involve the inferomedial neck and occur more often in children (Williams et al., 2014). Compression-side stress fractures are generally more stable and can be treated nonoperatively. However, compression-side stress fractures could result in a varus deformity in the individual (Williams et al., 2014). Femoral stress fractures can be further divided into the neck, condyle or shaft (Weind & Amedola, 2005).

An MRI revealed a left femoral neck stress fracture and right femoral neck stress reaction. Both fractures were on the compression-side of the femur and therefore did not need surgical fixation. There were no notable bone, blood, or hormone abnormalities that would lead to an increased risk for stress fracture. In fact, the physician felt the athlete should have stronger bones than most because of the amount of stress put on the bones during gymnastics. There was no family history of osteoporosis or bone diseases. In all aspects, this was a healthy female athlete. Therefore, it can be assumed the fracture was not an insufficiency stress fracture but rather a fatigue stress fracture. During the cross-country season, this athlete was running about 40 miles a week over the course of two months. The gait analysis was the only indication as to the root cause of this athlete’s bilateral femoral stress fracture. According the athlete’s physical therapist, this cross-over leads to greater than normal tibial inclination as compared to the ground.

The position of contact also produces greater tensile load in the lower extremity. This increased tensile FALL 2017

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load increases the amount of pressure and force placed on the bones. The increased angle of initial contact from the greater trochanter down to the foot increases the amount of force placed on the neck of the femur. With repetitive running, this can lead to increased damage. If sufficient rest does not take place between training, breakdown can start to occur (Lemire & O’Connor, 1993). This increased tensile load provides rationale as to why a normal amount of running would result in a bilateral femoral stress fracture. Research has also investigated the relationship between foot pronation and risk for stress fractures (Hetsroni et al., 2008).

No research supports the relationship of increased foot pronation leading to an increased or decreased risk for stress fractures. However, there is evidence to support increased stride length with a decreased risk for stress fractures (Hetsroni et al., 2008).

According to Hetrsroni et al. (2008), the increased time spent in the stance phase of the gait cycle decreases the magnitude of force applied to the skeletal system, thus preventing repetitive trauma to the hips. In light of the benefits associated with a long stride length, it is telling that this athlete had a short stride length. So there was an increase in the magnitude of force applied to her skeletal system, which increases the potential for a stress fracture to occur at the hips.

In an ideal situation, the athlete would have reported the injury earlier, reducing the amount of time until proper diagnosis. This is because, within the first week of injury, stress fractures show evidence of osteoclast activity, but there is no osteocyte death evident (Blatz, 1981). Two weeks after initial injury, the periosteum starts to react and a callous begins forming over the endosteum.

Research shows if the mechanism of injury is not stopped after callous formation, then in one-third of cases a fracture line will develop in the cortical bone by the end of the second week. This is when symptoms start to present. Radiographs often will be negative, but MRIs can show additional fluid and cortical thickening around bone indicative of a stress fracture (Saita et al., 2014). It is difficult to determine how long after the callous formation this athlete’s symptoms began because symptoms were not reported until well after the onset. Typical stress fracture radiographs were consistent with this case, VOL. 81, NO. 1

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the x-ray was negative, but the MRI revealed additional fluid. For example, a Swedish research study specifically looked at the repercussions of delayed diagnosis of femoral stress fractures and found that out of the 23 participants, the average delay for diagnosis was 14 weeks (Johansson, Ekenman, Törnkvist, & Eriksson, 1990). This led to 70% (17/23) of the participants requiring surgery either because of the type of fracture or a complication with the injury itself (Johansson et al., 1990). Thus, it is important for athletic trainers to recognize the signs and symptoms of femoral stress fractures, consider the diagnosis, and refer as necessary to decrease the risk of surgery.

This particular case could have been prevented if the athletic trainer or coach had noticed the crossover gait at the beginning of the season and then worked with this athlete to teach proper, safe running form. This athlete is within the age that is still learning the mechanics to many athletic skills.

Mechanics are still developing due to growth spurts and a changing body. It is crucial coaches continually teach, monitor, and correct the mechanics of young athletes. The severity of the injury could also have been lessened if the athletic trainer or coach had noticed the athlete’s altered running form in reaction to the pain initially felt in the right hip and then in the left hip. Mileage could have been reduced or rest to allow for proper recovery. Thus, it is very important the athletic trainer watch the gait of the cross-country runners to prevent future injuries. A discussion with coaches could also be beneficial to educate them on predisposing gaits that could lead to further injury.

The coaches then can work with the athlete specifically to correct the problem gait before it leads to an injury.

Conclusion Pain in the lower legs is very common for runners.

However, during diagnosis, a femoral stress fracture should be suspected unless it has been effectively ruled out. Early detection can help lower the amount of time removed from the sport for injury and ultimately lower the risk for a full femoral fracture. Biomechanical factors should be considered in the cause of femoral stress fractures.

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Therefore, these biomechanical errors need to be identified as risk factors and corrective action considered for the health of the athlete.

References Blatz, D. (1981). Bilateral femoral and tibial shaft stress fractures in a runner. The American Journal of Sports Medicine, 9(5), 322-325. http://dx.doi.org/10.1177/036354658100900507 Bouchoucha, S., Barsaoui, M., Saied, W., Trifa, M., Khalifa, S., & Benghachem, M. (2011).

Bilateral stress fractures of the femoral neck with no risk factor: A case report. La Tunisie Medicale, 89(3), 295-297.

Freitas, A., Isamel da Costa, H., Azevedo, B., & Sampaio de Oliveira, J. (2015). Simultaneous bilateral fractures of the femoral neck. Current Orthopaedic Practice, 26(1), 75-77. http://dx.doi.org/10.1097/bco.000000000000018 1 Hetsroni, I., Finestone, A., Milgrom, C., Ben-Sira, D., Nyska, M., Mann, G., … Ayalon, A. (2008).

The role of foot pronation in the development of femoral and tibial stress fractures: A prospective biomechanical study. Clinical Journal of Sport Medicine, 18(1), 18-23. http://dx.doi.org/10.1097/jsm.0b013e31815ed6b f Johansson, C., Ekenman, I., Törnkvist, H., & Eriksson, E. (1990). Stress fractures of the femoral neck in athletes. The American Journal of Sports Medicine, 18(5), 524-528.

Lemire, J., & O'Connor, S. (1993). Femoral neck stress fracture a potentially disabling condition: A case report. Journal of the Canadian Chiropractic Association, 37(2), 85-91.

National Collegiate Athletic Association.

(2016). NCAA recruiting facts: College sports create a pathway to opportunity for studentathletes. Retrieved from https://www.ncaa.org/sites/default/files/Recruiti ng%20Fact%20Sheet%20WEB.pdf Saita, Y., Ishijima, M., Mogami, A., Kubota, M., Baba, T., Kaketa, T. … Kaneko, K. (2014). The fracture sites of atypical femoral fractures are associated with the weight-bearing lower limb alignment. Bone, 66, 105-110. http://dx.doi.org/10.1016/j.bone.2014.06.008 VOL. 81, NO. 1

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Starkey, C., & Brown, S. (2015). Examination of orthopedic & athletic injuries (4th ed.).

Philadelphia: Quincy McDonald.

Weind, K., & Amedola, A. (2005). Rare bilateral femoral shaft stress fractures in a female longdistance runner: A case report. Iowa Orthopaedic Journal, 25, 157-159.

Williams, A., Valasek, A., & Wilckens, J. (2014).

Lower extremity overuse injuries in the skeletally immature athlete. Current Orthopaedic Practice, 25(4), 375-382. http://dx.doi.org/10.1097/bco.000000000000011 7

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MAKING A DIFFERENCE AS A TEACHER, COACH, AND LEADER IN THE LIVES OF HIGH SCHOOL ATHLETES: PART 2 Bradford Strand North Dakota State University Jacob Kincaid Mandan Public Schools Brendan Skime North Dakota State University Miki Stephenson Cheney Middle School/Concordia College Kari Thompson Southern Illinois University Abstract Sport participation can be a great venue for young people to learn about dedication, hard work, team work, and discipline; important real world skills.

Similarly, sport participation can lead to the development of bad traits. This paper builds upon the ideas shared previously by Strand, Edwards, and Peterson, (2017), and presents actions that coaches can take to increase the odds that their athletes develop positively through their athletic experiences.

Introduction Consider the following statement from one of these authors about his early coaching experience: Going into my first season as head coach, it was clear to see that my intentions were to win every game and bring home a championship. Even though my team won the championship, I will forever remember that horrid feeling I had sitting the weaker players on my team during overtime. Just because they weren’t as strong, they certainly did not deserve to miss shifts.

They had every right to be out there for the overtime and that is a mistake I won’t make again while coaching youth hockey. I was very naive in the fact that I was not as self-aware of VOL. 81, NO. 1

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how powerful my actions were in front of my team. Going back to my first game, when I was mouthing off to the official, I did not even comprehend that my bad behavior could and did become simulated by my own players. This experience also taught me how to think through our actions and just because other teams were doing it does not mean that I should have my team doing it as well. How could I preach the importance of giving a big hit early into a game so our bench could get some energy, but later complain when one of my own players got hurt from a check? I discovered that I was a part of that problem.

Coaching at all levels is a difficult job. A coach must wear many hats and play many roles including: teacher, psychologist, fund raiser, advocate, disciplinarian, counselor, academic advisor, tactician, and more (Martens, 2012). With an amazing amount of pressure to succeed in all aspects of coaching, many coaches look for ways to bend or cheat the rules to gain advantages over opposing coaches and teams (Harrison-Dyer, 2011; Vallerand, Deshaies & Cuerrier, 1977). A coach never experiences a shortage of awkward situations or gray areas when dealing with parents, fans, officials, or athletic directors among many others.

Some coaches teach their athletes to use violence to gain an advantage or skimp on eligibility and recruiting rules to gain an advantage over their competition (Strand, 2014). Other coaches use fear and unrealistic expectations to drive not so talented athletes out of their sport to “get the cream to rise to rise to the top” (Smith, 2016). Although some of these actions may not be illegal, they certainly border on being unethical.

Sport participation can be a great venue for young people to learn about dedication, hard work, team work, and discipline; important real world skills (Miller & Strand, 2015). Additionally, participation in sports can be a great way for people to develop lifelong relationships and connections with their teammates, coaches, and community (Wellman, 2007). Although sports contribute many positive aspects to an athletes’ life, there is also a dark side to sports.

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Sometimes sport participation leads to the development of bad traits. In some cases, coaches may emphasize winning over moral responsibilities; and, they may put too much pressure on athletes to focus on their sport rather than on their education.

Some coaches, and even parents, put so much pressure on their athletes to train religiously that it leads to burnout or even injury (Miller & Strand, 2015).

Coaches have a responsibility to the athletes they lead by being great role models and prioritizing moral standards. The remainder of this paper builds upon the ideas shared previously by Strand, Edwards, and Peterson, (2017), and presents actions that coaches can take to increase the odds that their athletes develop positively through their athletic experiences.

Honoring Sports Traditions Without Violence In some cases, coaches teach their athletes to talk tough on the field or court to get into their opponent’s head. Although that action is not against the rules, it certainly does not demonstrate good sportsmanship. True sportspersons believe in beating a team based on skill and hard work, not by playing mind games. It is important that coaches teach their athletes to respect their opponents and that verbally antagonizing someone is not a measure of who is a better player.

Unfortunately, unsportsmanlike behavior can go beyond just trash talking. There are some coaches who specifically instruct their players to purposely hurt an opposing player (Strand, 2014). It is a coach’s responsibility to teach his or her athletes to work hard and to win fairly. For most players and coaches, it is much more rewarding knowing that they beat a good team through hard work than it is by knowing they won because they injured the other team’s star player. It is a coach’s duty to teach his or her athletes that they need to respect everyone on and off the court.

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by throwing baseballs at opposing hitters. When violence is advocated, games are no longer fair. The true meaning of sports disappears as violent behaviors occur. An important duty of a coach is to aid athletes in becoming strong, valuable citizens; encouraging violence certainly does not foster that develop (Miller & Strand, 2015).

Sportsmanship Is More Important Than Winning Many coaches believe that winning is the only thing that matters in sports (Sage & Eitzen, 2013).

Coaches need to understand that they have a much more important job than just winning titles. As a coach, one should invest more time in developing athletes into well rounded, morally responsible individuals (Miller & Strand, 2015). Although winning is important, it should not be a win at all costs mentality. Coaches should teach their athletes the importance of being dedicated and committed to something greater than themselves.

It is also the duty of a coach, and the parents of an athlete, to teach the athlete about sportsmanship.

Athletes should learn that it is only acceptable to play honestly and fairly. This means that they should not cheat the system trying to gain an advantage. Coaches need to teach athletes that it is important to respect their teammates, coaches, opponents, and referees. It is also critical for athletes to learn how to handle situations that do not go their way. For example, it is not acceptable for athletes to attack officials for a bad call or to get in the face of an opponent when they are upset about something. Coaches must ensure that their athletes control their emotions and demonstrate good sportsmanship.

Creating Competitive Environments While Inspiring Athletes to Continue Sports Competition is the basis upon which sport is built. It is healthy for a coach to create a culture of competition within his or her team and to develop athletes who are competitive against other teams; however, if too much competition is forced upon athletes and the fun is taken out of it, players will

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quit the sport (Thomas, Côté, & Deakin, 2008; Visek, et. al., 2014).

even try to ride a player’s coat tails hoping that the player becomes a professional athlete.

A successful coach must create an environment that is very competitive, but it must be balanced with enjoyment for the game and skill development.

Many coaches have one goal: winning. These coaches may be successful in the short term, but their success is very hard to sustain. A successful coach must teach his or her players that the world is a competitive place, but a balance must be maintained for the overall health of the program.

Ethical coaches are those who do everything they can to help athletes without asking them to return the favor. These coaches do what they do because they are a good people and truly care about their players. Coaches must keep in mind that winning may be important, but academic success must be more important.

Understanding Your Role in Development of Athletes Being an athlete is a great privilege, and so is coaching. A coach can influence so many aspects of an athlete’s life (Camiré & Trudel, 2013; Stankovich, 2011). A coach can become a confidant, a father or mother figure, and so many other important things. Those facts cannot be lost on a coach. Unfortunately, many coaches find it hard to see the results when wins and losses are involved.

A coach can essentially set the tone for his or her athletes and play a large part in their moral development (Gould, Collins, Lauer & Chung, 2006). If players see a coach bending rules and stepping into gray areas to win, they (players) may also do that on and off the court. This is not only unethical, but morally wrong. A good coach is honest, consistent, and caring. If athletes witness those traits in their coaches, those coaches have already become successful, even if their win-loss record is not outstanding.

Aiding Student-Athletes Without Seeking Personal Gain Coaches at the high school and collegiate levels are presented with many opportunities to help athletes in many ways. Most coaches help their athletes academically, socially, and physically without ever asking for anything in return. However, there are certainly coaches who do players favors or help them along and then put their hand out for a return favor while seeking personal gain. A coach may VOL. 81, NO. 1

Staying Eligible It is important to teach athletes at a young age that dedication is important, not only to the sport in which they are participating, but also in their academic endeavors. Athletes must make their education the primary focus and sports their second focus. Depending on the level of competition that an athlete is competing at, his or her education sometimes gets pushed to the side and athletics take top priority (Richter, 2010). Coaches need to stress the importance of academics to their athletes because one day sports will end, and the athletes will need to rely on their education to get them through life. This concept even applies to professional athletes. A star collegiate athlete who decides to drop out of school to enter the professional draft is risking a lot by making that decision.

Eligibility not only includes making grades to stay eligible to play, but it also includes following the rules when it comes to training and bettering one’s performance. At the collegiate level, coaches expect athletes to be bigger, faster, and stronger; these are all things that can be accomplished through proper training. However, sometimes athletes cheat the system and use performance enhancing substances to help them gain that edge (Jussim, 2016). In some cases, athletes may decide to try things like steroids to make them stronger rather than hitting the gym harder and investing time into doing it the legal way. For coaches, it is important to teach athletes that although it may be tough, it is better to achieve goals through hard work and dedication, rather than taking the easy way out and going against the rules.

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Working with Coaches of Other Sports to Develop Multi-Sport Athletes Coaches often view their sport as the most important because they are so emotionally involved with that sport. However, many athletes enjoy playing other sports and some cities depend on multi-sport athletes, not only to have successful teams, but to have teams at all. Some coaches push specialization on athletes because they believe it is best for that athlete (Hill & Simons, 1989).

However, research has shown that early specialization is the wrong thing to do for athletes (Wiersma, 2000) and is not essential for later elite performance (Baker, Côté, & Abernethy, 2003; Carlson, 1988; Moesch, Elbe, Hauge, & Wikman, 2011; White & Oatman, 2009).

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being a “normal” person and not just an athlete all the time.

A successful coach must work with other coaches in their district or town to facilitate development of multi-sport athletes. It is imperative that coaches advocate for each other.

At a young age, children are taught that if they want to become the best they can be, they must practice, practice, practice. Constant training at a young age can put a lot of stress on one’s body which can lead to injury, and in some cases, can be career ending (Wiersma, 2000). It is important for athletes to allow time for their bodies to recover to prevent injury. If the body is constantly being over-worked, it will become weak, and that is when athletes experience injuries. Coaches need to make sure that they do not push athletes to return to competition too soon before the body is ready. Coaches must make decisions that put athletes in the best situations possible, even if it may harm the team to have an athlete sit out to fully recover. Coaches must demonstrate to their athletes that they care about them as people, and want what is best for them so they do not feel pressured into returning to the game quicker than they should.

Too Much Pressure Can Be Harmful

Life After Sports

The structure of sports has evolved over time. In the past, it was common for a child to participate in multiple sports, today it is not uncommon to have 12-year old athletes select a single sport in which they want to devote their efforts (Vaeyens, Gullich, Warr, & Philippaerts, 2009). The world of sports is becoming more and more competitive which is causing athletes to invest more and more time to their sport which then takes time away from academics, family, and social lives (Farrey, 2008).

Parents are even urging their children to spend many hours a day practicing their sport in hopes that someday they will receive scholarships to college or maybe even one day, play in a professional league. In some cases, young athletes leave home to train with top level coaches and/or teams (Chen, 2011). With so much pressure to commit all of one’s time to a sport, and pressure from coaches and parents to be the greatest, it can cause athletes to quit the sport all together (Wall & Côté, 2007). Athletes, no matter what age, need to be allowed to have a life outside of sports. They need time to step away from their sport so that they do not get burned out. They need time to spend

Sometimes an athlete’s career is cut short due to injury. No matter what age, or what level, be it in middle school, senior year of college, or in the professional career, it always comes as a sudden shock when it abruptly ends. The constant hours of practice, games, and traveling suddenly stop and are replaced with endless hours of rehab and training to regain strength and mobility. In that moment, it appears everything an athlete worked for was taken from them in the blink of an eye and now they are disconnected from their teammates. This change can lead to athletes facing some sort of depression (Leddy, Lanabert, & Ogles, 1994). For a coach, it is his or her job to help show their athletes that life is unpredictable and that one cannot take anything for granted because no one is promised tomorrow. It is also a coach’s job to help guide their athletes if and/or when they do experience an injury. It is important to let them know that the coach is still there for them and that they are still a part of the team, even though they are not physically able to be on the court.

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When an athlete’s career ends, many athletes find it hard to adjust to their new lives. In some cases, athletes go down the wrong path and get caught up in addictions with drugs or alcohol (Smith, 2012).

For some athletes, they go through a state of depression and feel lost trying to navigate through this new life (Stambulva, Stephan, & Japhag, 2007; Vickers, 2015). Being an athlete was an identity many held for years and now they feel a sense of loss, like they do not know who they are anymore.

They were so used to having a set, strict schedule and having the support of teammates and coaches behind them that it is hard to adjust to not having those things anymore. For some athletes, it is hard not being in the limelight anymore. It is important that coaches teach their athletes that there is life beyond athletics. Coaches should encourage their athletes to get a variety of experiences while in high school or college so that they can develop a life outside of their sport and broaden their horizons.

Once an athlete’s career ends, coaches must try keep in touch with their athletes so they have an easier time easing into the transition and do not feel so disconnected.

Teach Athletes How to Set a Good Example Student-athletes are always in a public spotlight (Bissinger, 1991). Coaches must talk with them frequently about behavior and actions, especially when they are concerned with doing something wrong. This spotlight can be used to set the right example and stand up against bullying and violence in sport. Other students and athletes look up to student athletes for the example to be set (Holland & Andre, 1994). This position holds a responsibility to not only behave in the spotlight but to also promote good.

When one looks to professional sports, it seems that violent acts tend to get front-page coverage. There are plenty of professional athletes who are great role models but it seems for every one hundred people behaving properly, all it takes is the behavior of one bad action to shed a bad light. So, while promoting the good deeds is important, coaches need to do better and actively fight the violence and the bullying. There is a strong avenue to promote good but this needs to be empowered in athletes. They VOL. 81, NO. 1

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have a moral responsibility and a great opportunity to have a positive impact and it is my job as a coach to promote this.

Summary Overall, sports can provide a wonderful experience for athletes and foster positive development (Camire & Trudel, 2013). Sports can teach athletes many valuable life lessons such as dedication, commitment, and working with others (Miller & Strand, 2015). However, if done incorrectly, sports can also be a negative experience for athletes. When athletes are allowed to behave in unsportsmanlike ways, it can harm others around them or eventually end up harming them in the long run. If an athlete is pushed too hard in training or in rehab from an injury he or she could end up harming themselves or quitting the sport all together.

The job of being a coach is demanding and the priorities on winning can supersede or cloud one’s moral judgements. The amount of pressure that a coach is under is tremendous. Coaches spend countless hours away from their families as they work as hard as they can for others. When a coach acts in ways that are morally and ethically correct, there is a great satisfaction that can come from coaching. Because coaches can impact the lives of their athletes, it is important to make sure that the impact is positive and everlasting (Stankovich, 2011).

The fact that a coach can positively affect an athlete’s life and help them become successful, productive adults and citizens is a very great honor.

Bo Schembechler, former University of Michigan football coach, often said that he won’t know if his teams were successful until 30 years later. That statement is so profound and encompasses what coaching is all about. Coaching is never easy but it is very rewarding (Strand & Strand, 2014).

Coaching, like a lot of other things in life, is a constant learning battle. Even some of the greatest coaches of all time mention that there is always room to improve and that one can never settle. A coach once told one of these authors that, “once you have cheated, you have already lost”. As stated in FALL 2017

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the introduction, a coach plays many roles and must do them well to be successful. However, coaches who are organized, motivated, and place the athlete’s best interest at heart will have a successful and fulfilling career no matter what their win-loss record (Chappelet, 2013).

References Baker, J., Côté, J., & Abernethy, B. (2003). Sportspecific practice and the development of expert decision-making in team ball sports. Journal of Applied Sport Psychology, 15, 12-25.

Bissinger, H. G. (1991). Friday Night Lights: A Town, A Team, A Dream. New York: Harper Perennial.

Camiré, M., & Trudel, P. (2013). Using high school football to promote life skills and student engagement: Perspectives from Canadian coaches and students. World Journal of Education, 3(3), 40-51.

Carlson, R. (1988). The socialization of elite tennis players in Sweden: An analysis of the players’ backgrounds and development. Sociology Sport Journal, 5, 241-256.

Chappelet, J. (2013, May). Introduction to Commission II: Promoting investment in physical education and sport programmes. Paper presented at the 5th International Conference of Ministers and Senior Officials Responsible for Physical Education and Sport, Berlin, Germany.

Chen, S. (2011, Jan. 20). Going to extreme measures for child athletes. CNN. Retrieved from http://www.cnn.com/2011/LIVING/01/20/maki ng.of.sports.superstar/index.html Conroy, E., & Coatsworth, J. D. (2007). Coaching behaviors associated with changes in fear of failure: Changes in self-talk and need satisfaction as potential mechanisms. Journal of Personality, 75, 383-415.

Farrey, T. (2008). Game on: The all-American race to make champions of our children. New York, NY: ESPN Publishing.

Gould, D., Collins, K., Lauer, L., & Chung, Y. (2006). Coaching life skills: A working model.

Sport & Exercise Psychology Review, 2(1), 412.

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Harrison-Dyer, S. (2011, July 13). Ethical dilemmas in collegiate athletics: The role of coaches and the codes of ethic. The Sports Digest. Retrieved from http://thesportdigest.com/2011/07/ethicaldilemmas-in-collegiate-athletics-the-role-ofcoaches-and-the-codes-of-ethic/ Holland, A. & Andre, A. (1994). Athletic participation and the social status of adolescent males and females. Youth and Society, 25, 388407.

Hill G, & Simons J. (1989). A study of the sport specialization on high school athletics. Journal of Sport Social Issues, 13(1), 1-13 Jussim, M. (2016, May). The 15 biggest steroid, P.E.D., and doping scandals in sports history.

Men’s Fitness. Retrieved from http://www.mensfitness.com/sports/baseball/15biggest-steroid-ped-and-doping-scandals-sportshistory Kraeger, D. A. (2007). Unnecessary roughness?

School sports, peer networks, and male adolescent violence. American Sociological Review, 72, 705-724. doi: 10.1177/000312240707200503 Leddy, M. H., Lambert, M. J., & Ogles, B. M. (1994). Psychological consequences of athletic injuries among high-level competitors. Research Quarterly for Exercise and Sport, 65, 347-354. http://dx.doi.org/10.1080/02701367.1994.10607 639 Martens, R. (2012). Successful coaching. Human Kinetic, Champaign, IL. Miller, J., & Strand, B. (2015). The role of youth sport coaches in developing life skills. Ohio AAHPERD Future Focus, 36(1), 20-25.

Moesch, K, Elbe, A. M, Hauge, M. L., & Wikman, J.M. (2011). Late specialization: The key to success in centimeters, grams, or seconds (cgs) sports. Scandinavian Journal of Medicine & Science in Sports, 21, 282-290.

O’Sullivan, J. (2015, Jan. 8). The enemy of excellence in youth sports. Changing the game project. Retrieved from http://changingthegameproject.com/the-enemyof-excellence-in-youth-sports/ Richter. L. A. (2010). Put me in, Coach: A parent’s guide to winning the game of college recruiting.

Riverwoods, IL: Right Fit Press.

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Sage, G. H., & Eitzen, D. S. (2013). Sociology of North American sport. New York: Oxford University Press.

Smith, B. (Oct. 31, 2016). Why athletes underperform for coaches who use fear. Athletes in Action. Retrieved from https://athletesinaction.org/underreview/whyathletes-underperform-for-coaches-who-usefear#.WX0539xnJPo Smith, J. (2012). Retired athletes and addiction.

Sports Networker. Retrieved from http://www.sportsnetworker.com/2016/06/17/ret ired-athletes-addiction/ Stambula, N., Stephan, Y. & Japhag, U. (2007).

Athletic retirement: A cross-national comparison of elite French and Swedish athletes. Psychology of Sport and Exercise, 8, 101-118.

Stankovich, C. (2011). The impact of the coach on student-athlete development. National Federation of State High School Association.

Retrieved from http://www.nfhs.org/CoachingTodayFeature.asp x?id=5060 Strand, B. (2014). A comparison of gamesmanship beliefs of high school athletes and coaches.

International Journal of Sport and Society, 4(3), 47-54.

Strand, B., Edwards, A., & Peterson, B. (2017).

Making a difference as a teacher, coach, and leader in the lives of high school athletes.

Journal of the Louisiana Association of Health, Physical Education, Recreation, and Dance, 80(2), 2-9.

Strand, M., & Strand, B. (2014). The coach as a leader: Modeling professionalism in interactions with athletes. The Journal of Youth Sports, 7(2), 3-8.

Thomas, J., Cote, J., & Deakin, J. (2008).

Understanding dropout and prolonged engagement in adolescent competitive sport.

Psychology of Sport and Exercise, 9, 645-662.

Vaeyens, R., Gullich, A., Warr, C. R., & Philippaerts, R. (2009). Talent identification and promotion programmes of Olympic athletes.

Journal of Sports Science, 27, 1367-1380.

Vallerand, R. J., Deshaies, P., & Cuerrier, J. P. (1977). On the effects of the social context on behavioral intentions of sportsmanship.

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International Journal of Sport Psychology, 8, 89-101.

Vikers, E. (2012). Life after sport: Depression in the retired athlete. Believe Perform. Retrieved from http://believeperform.com/wellbeing/life-aftersport-depression-in-retired-athletes/ Visek, A. J., Achrati, S. M., Manning, H., McDonnell, K., Harris, B. S., DiPietro, L. (2014). Fun integration theory: Towards sustaining children and adolescents sport participation. Journal of Physical Activity & Health, 12, 424-433. doi: 10.1123/jpah.20130180 Wall, M., & CĂ´tĂŠ, J. (2007). Developmental activities that lead to dropout and investment in sport. Physical Education and Sport Pedagogy, 12, 77-87 White, J., & Oatman, D. (2009). Specialization: Does it ensure a college athletic degree?

Coaches Quarterly, Fall, 12-14 Wiersma, L. D. (2000). Risks and benefits of youth sport specialization: Perspectives and recommendations. Pediatric Exercise Science, 12, 13-22.

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OVERLAPPING RESPONSIBILITIES OF CERTIFIED HEALTH EDUCATION SPECIALISTS AND CERTIFIED ATHLETIC TRAINERS

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Barry P. Hunt Mississippi State University

profession. The work of athletic trainers in the athletic setting provides an avenue for partnership between the two professions to promote a healthy and safe playing environment for organized athletics on all levels. The responsibilities and competencies of the two professions allow for complementary utilization of specialized roles, while still maintaining a desire to reach the common goal of a healthier society.

Brittney D. Oliver Mississippi State University

Brief History of Health Education and Health Promotion

Ronald D. Williams Texas State University

Health education’s roots can be traced back to the early Greek civilization, as philosophers in that time first began to understand that the causes of disease and health-related issues were not supernatural in nature. Hippocrates was one of the first in that era to realize that there is a balance between the environmental factors associated with health and the personal choices of the individual (Tountas, 2009).

This philosophy was more fully developed and understood in the twentieth century, as there was a dramatic shift in the causes of death in the United States from infectious to chronic diseases and conditions. The subsequent focus on “lifestyle” related causes of morbidity and mortality and the recognition of personal- behavioral-environmental reciprocal influence are hallmarks of the profession today.

Josh Walker Central High School

Abstract As life expectancy has increased in the United States the health and orthopedic needs of the population have also changed over time. Prevention efforts centered around health promotion concepts and approaches hold potential to reduce incidence of injuries that are often the precursors to later orthopedic infirmities as well as to enhance secondary preventive efforts among younger people to increase functional movement abilities after unavoidable injuries occur and potentially contribute to enhanced longevity and quality of life measures. This article provides a brief history and examination of Certified Health Education Specialists (CHES) and Certified Athletic Trainers (ATC) and provides indications of the potential for dual prepared professionals to positively impact the health of athletes and others engaging in a physically active lifestyle.

Introduction Health education can be defined as “any combination of planned learning experiences based on sound theories that provide individuals, groups, and communities the opportunity to acquire knowledge and the skills needed to make quality health decisions (McKenzie, Neiger, & Thackeray, 2012). Health educators plan, implement and evaluate health-related interventions in a variety of settings; however, the athletic setting has historically been largely underserviced by the VOL. 81, NO. 1

In the modern sense, health promotion is defined as “any planned combination of educational, political, environmental, regulatory, or organizational mechanisms that support actions and conditions of living conducive to the health of individuals, groups, and communities” (Joint Committee on Terminology, 2012). As the need for trained health educators and health promoters rose in the latter half of the twentieth century the National Task Force on the Preparation and Practice of Health Educators was established in 1978 to develop competencies and educational expectations for the profession. The Role Delineation Project was conducted which established the seven areas of responsibility for health educators, which are still used today for the certified Health Education Specialist (CHES) credential (National Commission on Health Education Credentialing [NCHEC], FALL 2017

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2017a). Health education fits under the larger umbrella of health promotion, as it includes “any combination of learning experiences designed to facilitate voluntary adaptations of behavior or sustain behavior conducive to health” (Joint Committee on Terminology, 2012). The goal was to create concrete expectations of responsibilities, which would set parameters for practice while providing educational competencies needed to maximize knowledge and skill development.

In 1985, A Framework for the Development of Competency-Based Curricula was released, which included the seven responsibilities required of entry-level positions in health education. In 1988, the National Commission for Health Education Credentialing (NCHEC) was created in order to administer a process to become a certified health educator. In 1990, the first Certified Health Education Specialist (CHES) exam was created and administered (NCHEC, 2017a). The areas of competence addressed on the examination include needs assessments, health education planning/implementation, evaluations, research, administration, management, and communication practices (NCHEC, 2017b). During the early 1990’s, NCHEC, as well as several other governing bodies, determined that there would have to be additional requirements required of those health educators, who would be defined as advanced-level health educators(Master Certified Health Education Specialists or MCHES). These practitioners would have pursued and achieved a master’s degree or above or would have five or more years of experience in the profession. The advanced-level health educators would have additional responsibilities that related to research and administration. After a six-year study from 19982004, the National Health Educator Competencies Update Project determined that the responsibilities and competencies identified in 1979 were still valid for educational standards. Based on the results of that study, the CHES exam was amended slightly, and, in 2010, A Competency-Based Framework for Health Educators was published, giving a needed revision to the educational framework for health education (McKenzie, Neiger & Thackeray, 2012).

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The Society for Public Health Education (SOPHE) and the National Commission for Health Education Credentialing (NCHEC) commissioned the Health Education Specialist Practice Analysis (HESPA) in 2014 to further update the skills and competencies measured on the CHES exam (NCHEC, 2017c).

Results of the analysis re-affirmed the seven areas of responsibility, while updating the titles of each of the areas and differentiating the CHES from MCHES exam contents in terms of proportion of questions reflecting each of the seven areas.

Certified health education specialists have “met at minimum, baccalaureate-level required health education academic preparation qualifications, who serves in a variety of settings, and is able to use appropriate educational strategies and methods to facilitate the development of policies, procedures, interventions, and systems conducive to the health of individuals, groups, and communities” (McKenzie, Neiger & Thackeray, 2012). The profession continues to show tremendous growth.

Currently, the top five job settings for health educators are the government, hospitals, ambulatory health care services, grant making organizations, and social assistance organizations. Health education will continue to grow as the job settings increase and as the profession becomes better understood in terms of the general population (Bureau of Labor Statistics, 2015).

Brief History of Athletic Training The field of athletic training can also be traced back to the Greek and Roman civilizations. Interest in athletics within those civilizations was accompanied by coaches, trainers, and doctors who worked collectively to allow athletes to perform to their highest athletic potential. Although skills were limited in the scope compared to contemporary standards of practice, many of the practices and understandings in the modern era have their roots in historical applications (Prentice, 2011). The modern view of athletic training in the United States started in the mid-nineteenth century, as intercollegiate athletics became popular. In 1950, the National Athletic Trainers’ Association (NATA) was formed as a way of developing standards and competencies for the profession. NATA membership was first FALL 2017

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tallied in 1974 when it was determined that there were 4,500 members. As of 2011, there were 32,000 members of the National Athletic Trainers’ Association, reflecting tremendous growth in the profession (Prentice, 2011).

The educational components of athletic training have also undergone rapid change over time. In 1956, the Board of Directors created a committee to study ways in which to further the athletic training profession through a model athletic training curriculum. In 1959, the first curriculum was approved by the NATA and included coursework consisting of twenty-four hours of physical therapy prerequisites, standard science classes (biology, physics, chemistry, social sciences, and scientific electives), specific athletic training courses (anatomy, physiology, applied anatomy, first aid, nutrition, personal hygiene, and techniques of athletic training), and coaching/teaching courses (coaching techniques and organization/administration of health and physical education) (Delforge & Behnke, 1999).

In 1969, the first four undergraduate athletic training education program curricula were recognized and approved by the National Athletic Trainers’ Association (NATA) and the number of colleges with athletic training curriculums rose to 62 by 1982(Delforge & Behnke, 1999).This growth was indicative of the level of interest in both the development and continuity of the profession.

Modern curricula were stripped of the requirements that focused on physical education or physical therapy requirements and added a requirement of 600 clinical hours under the supervision of a certified athletic trainer. The new curriculum still lacked any substantial push toward specified athletic training curriculum.

During the 1980’s, the NATA created a publication called Guidelines for Development and Implementation of NATA Approved Undergraduate Athletic Training Education Programs, which worked to provide potential undergraduate programs with the resources necessary to begin and maintain an accredited athletic training program (Delforge & Behnke, 1999). In 1990, the American Medical Association recognized athletic training as VOL. 81, NO. 1

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an allied health profession, enhancing the profession’s reputation as a legitimate healthcare profession (Weidner & Henning, 2002). In 1994, the Educational Task Force was formed in order to review educational platforms available in athletic training and by 1996 role delineation occurred that distinguished undergraduate and graduate-level athletic training education programs and their requirements. The Board of Certification determined that in order for someone to be eligible to take the certification exam, a person must have already obtained or be eligible to complete his/her baccalaureate degree within the current semester.

These steps forward in education have substantially advanced the profession (Delforge & Behnke, 1999).

In 2000, the Board of Certification required that all students graduate from a Commission of Accreditation of Allied Health Education Programs (CAAHEP) accredited athletic training program resulting in enhanced respect for the profession relative to other allied health professions. Another landmark to happen in the realm of athletic training education was an addition to the clinical experiences that required students to accrue clinical hours in both a physical therapy clinic and a general patient population setting. This allowed the profession to diversify students’ experiential opportunities and expose them to the many different job settings in which they have the opportunity to work (Weidner & Henning, 2002). Finally, in 2015, a strategic alliance comprised of the Board of Certification, National Athletic Trainers’ Association, and the Commission on Accreditation of Athletic Training Education made the decision to elevate the athletic training degree requirement to a master’s degree in order to raise the academic standards of the profession (National Athletic Trainers Association [NATA],2017). The modern era provides more diverse employment opportunities for athletic trainers. In fact, the highest percentage of athletic trainers works in the clinical settings such as hospitals, health and fitness performance centers, industrial/corporate settings and as independent contractors (Kahanov & Eberman, 2011). Education in the allied health professions is an inexact and evolving science.

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continue to take the necessary steps to maintain a distinct identity while preparing practitioner’s with skill sets that facilitate collaboration with other health related professions, addressing the variety of needs of an aging populace.

2020(Healthy People, 2017) document asserts, health education and promotion is viewed from an ecological perspective that addresses health status from intrapersonal, interpersonal, organizational, community and public policy perspectives(McLeroy, Bibeau, Steckler & Glanz, 1988). Interventions and ongoing programs are Responsibilities of Certified Health Education therefore rooted in appropriate assessment, Specialists (CHES) planning, implementation and evaluation of There are seven areas of competency (Table 1) that evidence based practices designed to enhance the define the health education and health promotion health and the quality of life of individuals, verified by the communities, and 2015 Health organizations, as Table 1 Education well society at Specialist Practice large. There are Seven Areas of Responsibility for CHES13 Analysis (HESPA) logical applications project. The of the knowledge, Area I Assess Needs, Resources and Capacity for Health HESPA study led skills and Education/Promotion to an adjustment to competencies Area II Plan Health Education/Promotion the health pertinent to the Area III Implement Health Education/Promotion education model to practices of CHES Area IV Conduct Evaluation and Research Related to include the term and ATCs, across Health Education/Promotion “health promotion”. all seven of the Area V Administer and Manage Health The rationale for areas of Education/Promotion the terminology responsibility and Area VI Serve as a Health Education/Promotion Resource change to “health corresponding to Person education/health the six domains of Area VII Communicate, Promote, and Advocate for Health, promotion” was athletic training Health Education/Promotion, and the Profession because it adds practice. clarity to the scope of the Health Education Specialist's role both within Responsibilities of Certified Athletic Trainers and external to the profession and would more (ATC) comprehensively describe the profession (NCHEC, 2017d).

The responsibilities of athletic trainers encompass six major domains (Prentice, 2011) identified in Areas of responsibility in health education and Principles of Athletic Training (Table 2). health promotion are further divided into areas of competency, each with numerous sub-competencies The common elements of the normal daily practices and specific skill of the athletic trainer Table 2 objectives by which and the health those competencies educator possess Responsibilities for Certified Athletic Trainers8 are measured. It is several underlying important to principles common to I Injury Prevention recognize that the both professions. A II Clinical Evaluation and Diagnosis focus is on quality of common III Immediate and Emergency Care life and a holistic understanding of the IV Treatment, Rehabilitation, and Reconditioning vision of health. responsibilities of V Organization and Administration Further, as the each profession can VI Professional Responsibility Healthy People allow for effective VOL. 81, NO. 1

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collaboration between the two professions to achieve health-related change in a variety of settings, mainly the athletic setting. Although health educators work to promote health in the community setting by supporting ideals of adequate exercise and proper nutrition as part of a holistic approach to health and quality of life, along with the resources necessary to sustain this lifestyle, the organized athletic setting has been widely underserviced by the health promotion profession. This may be the case for a wide variety of reasons, but most notably because the athletic population very rarely falls into

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the priority population identified for intervention.

The athletic population, however, is in need of interventions of different forms. Athletes, for example, have proximal needs for methods in injury prevention and safety initiatives. Issues like concussions and muscular overuse injuries are often rooted in insufficient levels of preventive efforts.

The knowledge of intervention methods and programs by health educators and the level of comfort and expertise in injury prevention of athletic trainers in the athletic setting make the two professions able to work together for a new cause.

Table 3 Relationship of CHES and ATC Responsibilities CHES Responsibility I. Assess Individual and Community Needs for Health Education II. Plan Health Education Strategies, Interventions, and Programs III. Implement Health Education Strategies, Interventions, and Programs IV. Conduct Evaluation and Research Related to Health Education

V. Administer Health Education Strategies, Interventions, and Programs

VI. Serve as a Health Education Resource Person

VII. Communicate and Advocate for Health and Health Education

VOL. 81, NO. 1

Practical Application for the AT Profession As a healthcare provider to an athletic team, ATs must know the physical makeup of their team, as well as risk factors to injury or illness. These can be determined in assessments such as the pre-participation physical examination (PPE).

ATCs must take the information obtained in the PPE and form primary prevention programs for at-risk athletes. ATs must also offer education to athletes’ immediate social networks such as coaches and parents.

ATCs must put the plan into action and properly monitor athletes who participate in the program. It is imperative to have organizational supports such as coaches and administrators in order to facilitate athlete compliance.

Where the PPE gives baseline information on the athlete, the evaluation period at the end of the season will provide ATCs with information as to the efficacy of preventive measures. ATCs must also have the ability to discover and utilize evidence-based best practices that evolve as a consequence of current research in the field.

ATCs often work in a setting with fellow ATCs and students, so proper education and administrative duties are required to further the staff and the profession in general. Implementation of best practices can be limited without adequate collaboration among practitioners to enhance the organizational culture within the supporting agency. ATCs should also be able to effectively utilize physical, financial and human resources in caring for patients.2 ATCs must be able to speak in the community as a way of getting health information into the proper hands, while teaching methods of practice to students and younger ATCs. The creation of health literacy, as applicable to athletic training, is critical to the future growth of the profession.

ATCs must promote the profession in healthcare settings and must be able to lobby for legislation that promotes a safer and healthier athletic setting.

Ethical, professional practice and continuing education are other common aspects of both professions.

FALL 2017

Journal of the Louisiana Association of Health, Physical Education, Recreation, and Dance

Athletic trainers are increasingly utilizing the ideals of primary prevention into the practice, as opposed to the prior focus on the secondary and tertiary forms of prevention in dealing with already-existing injuries. One such way that athletic trainers are promoting prevention in athletic populations is through the diagnosis of risk factors in pediatric sports. One particular study showed that characteristics, such as tall stature, lack of flexibility, and an increased joint laxity could predispose pediatric athletes to injuries (McLeod, Decoster, Loud, Micheli, Parker, Sandrey & White, 2011). Primary preventive programs addressing stretching and strength training could ameliorate some level of risk. Athletic trainers have effectively begun taking the ideals of health promotion and interventions and applying them to the world of athletics, where although there are a number of acute injuries that cannot be prevented, there are a number of preventable, chronic disorders that correct implementation of interventions can help to alleviate.

Athletes, as well as the general populace, each have an incentive for pursuing longevity and quality of life. Health educators may be able to assist the world of athletics in select situations in order to promote prevention and healthy lifestyles. One such study addressed sports injuries from all levels of the social ecological model and suggested that in order to have any long-standing effects for injury prevention, health educators, as well as medical professionals such as athletic trainers, will have to work on every ecological level (Williams, Evans & Perko, 2011). Suggested strategies included preventive behaviors of the individual athlete, education of parents and coaches, and policy advocacy with national organizations charged with athlete health. Such social ecological efforts can help to provide a comprehensive examination of the injury prevention process, as well as risk factors that can be highlighted to help identify at-risk athletes (Williams, Evans & Perko, 2011). As has been seen in medicine and other clinical disciplines (Dong, Williams, & Hunt, 2012; Hawk and Evans, 2013; Chambliss, Lineberry, Evans & Bibeau, 2014) athletic trainers could benefit from the skills and competencies to assess and implement effective mechanisms for promoting comprehensive VOL. 81, NO. 1

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prevention. Many times, athletic trainers can be too narrow in focus, as they focus on patient needs and often neglect the holistic approach to their job setting. The education of athletes, after all, is one of the first priorities of the athletic trainer.

Table 3 (preceding page) demonstrates how ATCs can use the core competencies of health promotion and apply them to the field of athletic training.

References Bureau of Labor Statistics (2015). Health educators and community health workers 2015. U.S. Bureau of Labor Statistics. Retrieved from http://www.bls.gov/ooh/community-and-socialservice/health-educators/htm#tab-3 Chambliss, M. L, Lineberry, S. N., Evans, W. M., & Bibeau, D. L. (2014). Adding health education specialists to your practice. Family Practice Management, 21(2), 10-15.

Delforge, G., & Behnke R. (1999). The history and evolution of athletic training education in the United States. Journal of Athletic Training, 34(1), 53-61.

Dong, B., Williams R. D., & Hunt, B. P. (2012).

Overlapping responsibilities of Certified Health Education Specialists and Doctors of Osteopathic Medicine. Topics in Integrative Health Care, 3(2), 3-7.

Hawk, C, & Evans, W. (2013). Health promotion and wellness: An evidence-based guide to clinical preventive services. Philadelphia, PA: Wolters Kluwer Health.

Healthy People. (2017). History & Development of Healthy People. Healthy People 2020. Retrieved from http://www.healthypeople.gov/2020/about/Histo ry-and/Development/of-Healthy-People Joint Committee of Terminology. (2012). Report of the 2011 Joint Committee on Health Education and Promotion Terminology. American Journal of Health Education, 43(2), 1-4.

Kahanov, L, & Eberman, L. (2011). Age, sex, and setting factors and labor force in athletic training. Journal of Athletic Training, 46(4), 424-430.

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Journal of the Louisiana Association of Health, Physical Education, Recreation, and Dance

McKenzie, J, Neiger, B, & Thackeray, R. (2012).

Planning, implementing, and evaluating health promotion programs. New York, NY: Pearson Publishing.

McLeroy, K. R, Bibeau, D, Steckler .A, & Glanz, K. (1988). An ecological perspective on health promotion programs. Health Education Quarterly, 15(4), 351-377.

McLeod, T., Decoster, L., Loud ,K., Micheli, L., Parker, J., Sandrey, M., & White C.(2011).

National Athletic Trainers’ Association position statement: Prevention of pediatric overuse injuries. Journal of Athletic Training, 6(2), 206220.

National Athletic Trainers Association (NATA).

(2017). Strategic alliance statement. Retrieved from http://www.atstrategicalliance.org/statements/str ategic-alliance-degree-statement National Commission for Health Education Credentialing. (2017a). Responsibilities and competencies for health education specialists; 2015. Retrieved from https://www.nchec.org/responsibilities-andcompetencies National Commission for Health Education Credentialing. (2017b). CHES overview.

Retrieved from http://www.nchec.org/ches National Commission for Health Education Credentialing. (2017c). Health Education Specialist Practice Analysis (HESPA) study: Executive summary. Retrieved from https://www.nchec.org/assets/2251/executive_su mmary.pdf National Commission for Health Education Credentialing. (2017d). Health Education Specialist Practice Analysis (HESPA) project.

Retrieved from http://www.nchec.org/responsibilities-andcompetencies Prentice, W. (2011). Principles of athletic training.

New York, NY: McGraw-Hill Publishing.

Tountas, Y. (2009). The historical origins of the basic concepts of health promotion and education: The role of ancient Greek philosophy and medicine. Health Promotion International, 24(2), 185-192.

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Weidner, T, & Henning, J. (2002). Historical perspective of athletic training clinical education. Journal of Athletic Training, 37(4), 222-228.

Williams, R. D., Evans, M. W. & Perko, M. A. (2011). Health promotion advocacy: A practitioner’s role in prevention of sports injuries. Topics in Integrative Health Care, 2(1).

Retrieved from http://www.tihcij.com/Articles/HealthPromotion-Advocacy-A-Practitioners-Role-inPrevention-of-Sports-Injuries.aspx?id=0000247

FALL 2017

COLLEGE OF EDUCATIONAL, PROFESSIONAL AND GRADUATE STUDIES DEPARTMENT OF KINESIOLOGY, SPORT & LEISURE STUDIES (KSLS)

CELEBRATING 65 YEARS AS A DEPARTMENT 1950-51 TO 2015-16

Mission. The Department of KSLS embraces the Mission of the College of Educational, Professional and Graduate Studies and Grambling State University. The Department’s mission entails a commitment to academic excellence, quality assurance and accreditation of degree programs, as well as preparation of competent, skilled professionals in kinesiology and leisure studies at the undergraduate level, and sports administration at the graduate level.

Philosophy. The Department of KSLS provides an environment that encourages, supports and nurtures student learning in the classroom, external settings and entry to professional arenas. The faculty are effective facilitators of learning who serve as role models, advisors and mentors; challenging majors to be the best that they can be.

Undergraduate Programs B.S., Kinesiology degree with Concentrations in:  Pedagogy  Health Promotion  Sport Management B. S., Leisure Studies degree with Concentrations in:  General Recreation  Therapeutic Recreation Graduate Program M.S., Sports Administration (SPA) For More Information Contact: Department of Kinesiology, Sport & Leisure Studies GSU Box 4244, Fredrick C. Hobdy Assembly Center – Ste 148 Grambling, LA 71245 Tel: (318) 274-2294 - Fax: (318) 274-3346 – www.gram.edu A Constituent Member of the University of Louisiana System, Accredited by the Southern Association of Colleges and Schools An Equal Opportunity Employer and Educator, Facilities Accessible to the Disabled

Come to Southeastern for graduate school!

Department of Kinesiology and Health Studies Master’s Degree in Health and Kinesiology    

Hammond campus within driving distance of New Orleans and Baton Rouge Several concentrations from which to choose; tailor graduate study to your interests and goals All coursework is offered in the evenings Graduate assistantships are available

Concentrations Exercise Science: Advanced study in exercise science focusing on exercise physiology, motor behavior, and sport & exercise psychology.

Health Studies: Develop skills and competencies in both theory and practice as a health educator, and for the Certified Health Education Specialist (CHES) Exam.

Health Promotion & Exercise Science: Combines health education skills and competencies with graduate study of exercise physiology and fitness testing.

Kinesiology: Involves focused study in selected disciplines. Students choose emphasis areas from adapted physical education, exercise physiology, motor behavior, sport management, and sport & exercise psychology.

Phone: 985-549-2129

http://www.selu.edu/khs

email: khs@selu.edu

School of Kinesiology

Offering degrees in:

Bachelor of Science: Health and Physical Education -Teaching Certification in:  Health and Physical Education  Adapted Physical Education

Bachelor of Science: Kinesiology -Non-teaching Concentrations available:  Exercise Science  Health Promotion & Wellness (online program)  Sports Management

Bachelor of Science: Athletic Training Master of Science in Kinesiology -Concentrations in:  Exercise and Sport Science  Health Promotion, Recreation and Sport Management

For more information contact: University of Louisiana at Lafayette School of Kinesiology 225 Cajundome Blvd.

Lafayette, LA 70506 (337) 482-6615 http://kinesiology.louisiana.edu/

UNIVERSITY OF LOUISIANA AT MONROE

DEGREES

IN KINESIOLOGY

B.S. in Science with concentrations in: Fitness and Sports Industry The Fitness and Sports Industry (FASI) concentration prepares students to enter the fields of fitness and sport industry or pursue advanced studies in athletic administration, sports administration, or fitness management.

A successful recipient in this concentration may further their career by earning a minor in business administration. The sport and fitness industry is rapidly expanding.

As it continues to grow, the need for qualified employees continues to increase.

Exercise Science/Pre-Physical Therapy While the Exercise Science/Pre-Physical Therapy concentration prepares students for the application process to professional physical therapy programs, it will also prepare students for careers in the applied and clinical preventive settings, including, but not limited to cardiac rehabilitation, hospital-based wellness programs, community fitness centers, or university and corporate wellness programs. Students intending to pursue entry into a physical therapy program will be required to take additional hours and make substitutions as recommended by their academic advisor.

Exercise Science The Exercise Science concentration prepares students for careers in the applied and clinical preventive settings, including, but not limited to cardiac rehabilitation, hospital-based wellness programs, community fitness centers, or university and corporate wellness programs, as well as entry into graduate exercise science programs. A successful recipient in this concentration may further their career by earning professional certifications from individual vendors and associations, such as Personal Training or Strength Conditioning.

M.S. in Exercise Science with concentrations in: Clinical Exercise Physiology Students will gain the professional skills to design, implement and supervise exercise programming for those with chronic diseases and/or physical conditions. Learn how to assess the results of outcomes related to exercise services. Professionals in this field work in a variety of settings: hospitals, outpatient clinics, physician offices, university laboratories or hospital-based research facilities. A CAAHEP certified program.

Applied Exercise Science This concentration has a significant science focus on anatomy, physiology, biochemistry, and biomechanics of human movement, and applications to exercise and therapeutic rehabilitation. Students learn to specialize in performance research, rehabilitative therapies, and related analytical methods and procedures in applied exercise and therapeutic rehabilitation.

Sport, Fitness, and Recreation Management (Courses Available Online) This concentration is designed to appeal to those who wish to work in the business of sport, fitness and recreation, but not as an instructor or coach. The careers available in the field of sport, fitness and recreation management are diverse and growing. Opportunities include program or facility directors, marketing and promotions, corporate sales, sporting goods, community programs, athletic directors and business managers, and sport or recreation management. Combined with the worldwide growth and influence of sports on society, new opportunities continue to be created in a variety of settings.

CAREERS

Teacher Certification (K-12) The Health and Physical Education Certification (HPEC) concentration prepares students to teach K-12 health and physical education by providing coursework and experiences in the area of health and physical education. Students must earn a "C" or better in all coursework applied toward teacher certification. (photo - participants in the ULM Mile, coordinated by the Dept. of Kinesiology)

IN KINESIOLOGY

Graduates who work in the Kinesiology field find careers in: Personal or Athletic Training Sport, Fitness or Recreation Management Cardiac Rehabilitation Health and Physical Education (P.E. Teaching and Coaching) Physical Therapy (after completing Physical Therapy school) Many health and fitness specialists are researching complex issues such as: Childhood Obesity Cardiovascular Disease Adult Onset Diabetes, and more.

LAHPERD AWARDS’ CRITERIA For more information, contact the Executive Director, Awards Committee Chairperson, or specific award chairpersons identified.

Honor Award The candidate’s contribution should have been made within the field of health education, physical education, recreation and dance.

2. The candidate should have rendered at least five years of meritorious service to the health education, physical education, recreation, or dance education professions in the state.

3. The candidate shall be one of high moral character whose contributions have most fully expressed the spirit of service which this award represents.

4. The candidate should have made a contribution to LAHPERD. 5. Any LAHPERD member who resides within the state may nominate a candidate by submitting the name and vita to the nomination chairperson.

6. To be considered for the current year, all nominations must be in the hands of the chairperson by August 1.

7. The committee member who sponsors a candidate shall be responsible for forwarding five copies of a complete, accurate biographical sketch to the chairperson.

8. The biographical sketch shall be topically organized, legible, and current.

9. To be considered for the current year, all biographical sketches must be submitted to the chairperson by August 1.

10. Insofar as possible, candidates shall not be advised that they are being considered for the award.

11. Submit nominations to Yvonne Calvin at calviny@gram.edu.

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Outstanding University/College Senior Major Award The candidate shall be a full-time student of the university/college from which the nomination is made.

The candidate shall have attended the nominating university a minimum of two years.

The candidate shall be a member of LAHPERD at the time of the nomination.

The candidate shall have an overall grade point average of 3.0 or greater.

Any university/college faculty member in health, physical education, recreation, or dance, or a supervising teacher may nominate a candidate by sending the name and a biographical sketch to the chairperson. The supporting information should include date, grade point average, honors and awards, membership(s) in professional organization(s), and a statement from the nominator as to why the student is worthy of the award.

6. All nominations must be submitted to the chairperson by August 1.

7. The person sponsoring the candidate shall be responsible for submitting a copy of a complete, accurate biographical sketch to the chairperson.

8. The biographical sketch shall be topically organized, legible, and current.

9. To be considered for the current year, all biographical sketches must be submitted to the chairperson by August 1.

10. Submit nominations to Yvonne Calvin at calviny@gram.edu.

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Service Award Any LAHPERD member who resides in the state may nominate a candidate who is worthy of consideration. Supporting information should include name, address, specific contribution/service to LAHPERD, and a statement from the nominator giving other information considered pertinent to the selection of a recipient for the Service Award.

Any individual who meets the criteria outlined for each of the awards may apply personally for the award or be nominated by a colleague.

A state winner is not eligible for the same award again until after four years.

Former district and national winners of the award are not eligible to participate in the same category for an award.

Submit nominations by May 20 to the Executive Director or Awards Committee Chair.

Submit nominees and information for special awards to: Sonia Tinsley at tinsley@lacollege.edu.

Secondary Physical Education Teacher of the Year Award For the purposes of this award, a secondary physical education teacher is defined as an individual who has major responsibility for teaching physical education in grades 7-12.

The candidate must be a current secondary physical education teacher with a minimum of three years’ experience.

The candidate must be a person who: a. Serves as a positive role model, epitomizing personal health and fitness, enjoyment of activity, sportsmanship, and sensitivity to the needs of students. b. Utilizes various teaching methodologies and plans innovative learning experiences. c. Conducts a balanced and sequential curriculum. d. Assumes responsibility for his/her professional growth. e. Evidences professional commitment through membership and involvement in local, state, and national physical education organizations.

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Elementary School Physical Education Teacher of the Year Award For the purposes of this award, an elementary physical education teacher is defined as an individual who has major responsibility for teaching physical education in grades K-6.

The candidate must be a current elementary physical education teacher with a minimum of six years’ experience.

The candidate must be a person who: a. Serves as a positive role model, epitomizing personal health and fitness, enjoyment of activity, sportsmanship, and sensitivity to the needs of students. b. Utilizes various teaching methodologies and plans innovative learning experiences. c. Conducts a balanced and sequential curriculum that reflects and understanding of child growth and development. d. Assumes responsibility for his/her professional growth. e. Evidences commitment to the education profession by having served on state/regional/national committees and/or having presented workshops of programs at these levels.

Current members of the COPEC Executive Committee are not eligible.

Health Educator of the Year Award For the purposes of this award, a school health educator is an individual who has major responsibility for teaching health education in grades K-12 or in a college/university setting.

The candidate must have a minimum of three years teaching experience.

In addition, the candidate must be a person who: a. Serves as a positive role model, epitomizing personal health and fitness, enjoyment of activity, sportsmanship, and sensitivity to the needs of students. b. Utilizes various teaching methodologies and plans innovative learning experiences. c. Presents a balanced and sequential curriculum based on the developmental, social, and psychological needs of the students. d. Assumes responsibility for his/her professional growth. e. Evidences commitment through membership and involvement in local, state, and national health organizations.

Dance Educator of the Year Award For the purposes of this award, a dance educator is defined as an individual who has major responsibility for teaching dance at any level including grades K-12 and/or in a college/university setting.

The candidate must have a minimum of three years teaching experience.

In addition, the candidate must be a person who: a. Serves as a positive role model, epitomizing personal health and fitness, enjoyment of activity, sportsmanship, and sensitivity to the needs of students. b. Teaches creatively and produces creative work by utilizing various methodologies causing innovative problem-solving learning experiences. c. Presents a balanced and sequential curriculum based on the developmental, social, and psychological needs of the students. d. Assumes responsibility for his/her professional growth. e. Evidences commitment through membership and involvement in local, state, and national dance organizations.

Recreation Professional of the Year Award For the purposes of this award, a recreation professional is defined as an individual who has major responsibility for teaching recreation pre-professionals/professionals or conducting recreation programming and/or administration in an educational, public, or private recreation setting.

In addition, the candidate must be a person who: a. Serves as a positive role model, epitomizing the values and desired outcomes of recreation. b. Demonstrates enthusiasm for the recreation professional and his/her role in it. c. Shows interest in and sensitivity to the needs of students, clients, and fellow professionals. d. Utilizes various methodologies and implements creative, innovative, safe, and effective courses/recreations programs based on: i. the developmental, social, and psychological needs of students and clients; and ii. the philosophies, purposes, needs, and resources of the sponsoring institution. e. Assumes responsibility for his/her professional growth and evidences professional commitment through membership and involvement in local, state, and national recreation organizations.

Taylor Dodson Young Professional Award Candidates should be less than 40 years of age.

Candidates’ contributions should have been made within the fields of physical education, health education, recreation, research, and dance, or to the profession through such allied field as science, education, or community service.

Candidates should have rendered at least five years of meritorious service to the physical education, health education, recreation, or dance professions in the Southern District.

Candidates should have been members in good standing of AAHPERD for at least the five consecutive years prior to receiving the award.

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Candidates for the award should have gained prominence in some of the following: a. Excellence in teaching b. Outstanding administrative achievement c. Leadership in professional associations, including state and national d. Contributions to professional literature e. Outstanding community service Deceased members or those who have moved out of the district should not receive the award nor should the award be given because a person holds a particular job.

Scholar Award Criteria for selection of the Scholar shall include, but not be limited to the following: a. The individual selected should have scholarly presentations. b. The individual should be an active scholar in his/her discipline. c. The individual selected must be a LAHPERD member. d. The individual selected should be capable of communication to groups in the various disciplines.

Gillentine Award 1. Candidates must be adapted physical education teachers, where the majority of their teaching duties are in adapted physical education, in Louisiana and current LAHPERD members.

2. The following criteria are considered: a. Teaching performance b. Innovative abilities c. Involvement with local and state organizations d. Volunteer community work e. Research and scholarly activities specific to adapted physical education

LAHPERD AWARDS’ CRITERIA For more information, contact the Executive Director, Awards Committee Chairperson, or specific award chairpersons identified.

Honor Award The candidate’s contribution should have been made within the field of health education, physical education, recreation and dance.

2. The candidate should have rendered at least five years of meritorious service to the health education, physical education, recreation, or dance education professions in the state.

3. The candidate shall be one of high moral character whose contributions have most fully expressed the spirit of service which this award represents.

4. The candidate should have made a contribution to LAHPERD. 5. Any LAHPERD member who resides within the state may nominate a candidate by submitting the name and vita to the nomination chairperson.

6. To be considered for the current year, all nominations must be in the hands of the chairperson by August 1.

7. The committee member who sponsors a candidate shall be responsible for forwarding five copies of a complete, accurate biographical sketch to the chairperson.

8. The biographical sketch shall be topically organized, legible, and current.

9. To be considered for the current year, all biographical sketches must be submitted to the chairperson by August 1.

10. Insofar as possible, candidates shall not be advised that they are being considered for the award.

11. Submit nominations to Yvonne Calvin at calviny@gram.edu.

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Outstanding University/College Senior Major Award The candidate shall be a full-time student of the university/college from which the nomination is made.

The candidate shall have attended the nominating university a minimum of two years.

The candidate shall be a member of LAHPERD at the time of the nomination.

The candidate shall have an overall grade point average of 3.0 or greater.

Any university/college faculty member in health, physical education, recreation, or dance, or a supervising teacher may nominate a candidate by sending the name and a biographical sketch to the chairperson. The supporting information should include date, grade point average, honors and awards, membership(s) in professional organization(s), and a statement from the nominator as to why the student is worthy of the award.

6. All nominations must be submitted to the chairperson by August 1.

7. The person sponsoring the candidate shall be responsible for submitting a copy of a complete, accurate biographical sketch to the chairperson.

8. The biographical sketch shall be topically organized, legible, and current.

9. To be considered for the current year, all biographical sketches must be submitted to the chairperson by August 1.

10. Submit nominations to Yvonne Calvin at calviny@gram.edu.

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Service Award Any LAHPERD member who resides in the state may nominate a candidate who is worthy of consideration. Supporting information should include name, address, specific contribution/service to LAHPERD, and a statement from the nominator giving other information considered pertinent to the selection of a recipient for the Service Award.

Any individual who meets the criteria outlined for each of the awards may apply personally for the award or be nominated by a colleague.

A state winner is not eligible for the same award again until after four years.

Former district and national winners of the award are not eligible to participate in the same category for an award.

Submit nominations by May 20 to the Executive Director or Awards Committee Chair.

Submit nominees and information for special awards to: Sonia Tinsley at tinsley@lacollege.edu.

Secondary Physical Education Teacher of the Year Award For the purposes of this award, a secondary physical education teacher is defined as an individual who has major responsibility for teaching physical education in grades 7-12.

The candidate must be a current secondary physical education teacher with a minimum of three years’ experience.

The candidate must be a person who: a. Serves as a positive role model, epitomizing personal health and fitness, enjoyment of activity, sportsmanship, and sensitivity to the needs of students. b. Utilizes various teaching methodologies and plans innovative learning experiences. c. Conducts a balanced and sequential curriculum. d. Assumes responsibility for his/her professional growth. e. Evidences professional commitment through membership and involvement in local, state, and national physical education organizations.

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Elementary School Physical Education Teacher of the Year Award For the purposes of this award, an elementary physical education teacher is defined as an individual who has major responsibility for teaching physical education in grades K-6.

The candidate must be a current elementary physical education teacher with a minimum of six years’ experience.

The candidate must be a person who: a. Serves as a positive role model, epitomizing personal health and fitness, enjoyment of activity, sportsmanship, and sensitivity to the needs of students. b. Utilizes various teaching methodologies and plans innovative learning experiences. c. Conducts a balanced and sequential curriculum that reflects and understanding of child growth and development. d. Assumes responsibility for his/her professional growth. e. Evidences commitment to the education profession by having served on state/regional/national committees and/or having presented workshops of programs at these levels.

Current members of the COPEC Executive Committee are not eligible.

Health Educator of the Year Award For the purposes of this award, a school health educator is an individual who has major responsibility for teaching health education in grades K-12 or in a college/university setting.

The candidate must have a minimum of three years teaching experience.

In addition, the candidate must be a person who: a. Serves as a positive role model, epitomizing personal health and fitness, enjoyment of activity, sportsmanship, and sensitivity to the needs of students. b. Utilizes various teaching methodologies and plans innovative learning experiences. c. Presents a balanced and sequential curriculum based on the developmental, social, and psychological needs of the students. d. Assumes responsibility for his/her professional growth. e. Evidences commitment through membership and involvement in local, state, and national health organizations.

Dance Educator of the Year Award For the purposes of this award, a dance educator is defined as an individual who has major responsibility for teaching dance at any level including grades K-12 and/or in a college/university setting.

The candidate must have a minimum of three years teaching experience.

In addition, the candidate must be a person who: a. Serves as a positive role model, epitomizing personal health and fitness, enjoyment of activity, sportsmanship, and sensitivity to the needs of students. b. Teaches creatively and produces creative work by utilizing various methodologies causing innovative problem-solving learning experiences. c. Presents a balanced and sequential curriculum based on the developmental, social, and psychological needs of the students. d. Assumes responsibility for his/her professional growth. e. Evidences commitment through membership and involvement in local, state, and national dance organizations.

Recreation Professional of the Year Award For the purposes of this award, a recreation professional is defined as an individual who has major responsibility for teaching recreation pre-professionals/professionals or conducting recreation programming and/or administration in an educational, public, or private recreation setting.

In addition, the candidate must be a person who: a. Serves as a positive role model, epitomizing the values and desired outcomes of recreation. b. Demonstrates enthusiasm for the recreation professional and his/her role in it. c. Shows interest in and sensitivity to the needs of students, clients, and fellow professionals. d. Utilizes various methodologies and implements creative, innovative, safe, and effective courses/recreations programs based on: - the developmental, social, and psychological needs of students and clients; and - the philosophies, purposes, needs, and resources of the sponsoring institution. e. Assumes responsibility for his/her professional growth and evidences professional commitment through membership and involvement in local, state, and national recreation organizations.

Taylor Dodson Young Professional Award Candidates should be less than 40 years of age.

Candidates’ contributions should have been made within the fields of physical education, health education, recreation, research, and dance, or to the profession through such allied field as science, education, or community service.

Candidates should have rendered at least five years of meritorious service to the physical education, health education, recreation, or dance professions in the Southern District.

Candidates should have been members in good standing of AAHPERD for at least the five consecutive years prior to receiving the award.

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6.

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Candidates for the award should have gained prominence in some of the following: a. Excellence in teaching b. Outstanding administrative achievement c. Leadership in professional associations, including state and national d. Contributions to professional literature e. Outstanding community service Deceased members or those who have moved out of the district should not receive the award nor should the award be given because a person holds a particular job.

Scholar Award Criteria for selection of the Scholar shall include, but not be limited to the following: a. The individual selected should have scholarly presentations. b. The individual should be an active scholar in his/her discipline. c. The individual selected must be a LAHPERD member. d. The individual selected should be capable of communication to groups in the various disciplines.

Gillentine Award Candidates must be adapted physical education teachers, where the majority of their teaching duties are in adapted physical education, in Louisiana and current LAHPERD members.

The following criteria are considered: a. Teaching performance b. Innovative abilities c. Involvement with local and state organizations d. Volunteer community work e. Research and scholarly activities specific to adapted physical education

GUIDELINES FOR SUBMITTING ARTICLES TO THE JOURNAL Electronic Submissions Only (Fall 2016) The Journal is published electronically twice a year, usually the fall and spring, by the Louisiana Association for Health, Physical Education, Recreation and Dance. Articles should be emailed to the editor, Dr. Dan Denson ddenson@mcneese.edu. Articles should be submitted by January 15 to be considered for the April issue and by August 15 for the October issue. Current LAHPERD members have priority for publication space.

1.

The Manuscript Manuscripts should follow the form and style of the current edition of Publications Manual of the American Psychological Association and must be double-spaced, 12-point Times New Roman font with standard margins. All of the authors’ names, titles, and institutions should be listed on the cover sheet. Prepare the manuscript in Microsoft Word format and attach author’s statement (see Author’s Statement below). All correspondence should be addressed to the lead author unless otherwise specified. Limit manuscripts to 12 pages or about 4,800 words.

2.

Tables and Illustrations All tables and figures must be titled. Tables may be embedded in the text at the appropriate place or on separate pages. Use tables for reporting extensive statistical information. Data in tables should not be duplicated or extensively discussed in the text. Artwork (graphics, photos, etc.) should be of high resolution to ensure that pixilation or blur is avoided. Please attach artwork as a separate file.

3.

Author’s Statement The author(s) must provide a statement certifying that the article has not been published or concurrently submitted for publication elsewhere.

4.

Refereed Papers Only position papers and research manuscripts that meet submission criteria will be considered for blind external review. Each paper will be submitted to three members of the LAHPERD Journal editorial board.

Papers are reviewed for content and clarity. Specifically, each paper will be gleaned for 1) identification of the problem and purpose of the study, 2) description of methodology including statistical procedures used, 3) reporting of findings, 4) consistency of conclusions and findings, and 5) quality and appropriateness of references. Lead authors will be notified of the status of the manuscript. Papers may be accepted as is, accepted with minor revisions, conditionally accepted pending revisions, or rejected. Only papers that make a contribution to the profession will be accepted for publication.

5.

Documentation References should be listed at the end of the article and should be arranged in alphabetical order.

Each reference cited in the article must be listed and only those cited should be included in the reference page. Follow the form and style for citing and listing references in the current edition of the Publications Manual of the American Psychological Association 6.

Announcements Any announcements and last minute news items must be submitted electronically prior to layout of the journal. Contributors are advised to use Microsoft Word, 12-point Times New Roman font format for all attachments. Avoid first person sentence structure. Be sure to title attachment for inclusion in the LAHPERD Journal.

7.

Non-Refereed Papers Program development essays, teaching methods, and related papers are welcome. Authors are encouraged to submit photographs, diagrams and tables as necessary with these papers. These papers will be reviewed by the in-house editorial staff, which consists of the managing editor and the copy editor. Some revisions may be necessary. The editorial staff reserves the right to edit these papers when necessary to maximize available space.

8.

Abstracts All completed abstracts accepted for presentation at the fall LAHPERD conference will be published in the spring issue of the LAHPERD Journal. Incomplete abstracts will be returned to the author(s) to be completed. Complete abstracts should contain: 1) problem statement, 2) purpose of the study, 3) methods, 4) major findings, and 5) conclusions. Limit abstract to 500 words.

9.

Advertisements The LAHPERD Journal has free available space for advertising of select university programs*. All advertisements should be submitted as high resolution files (see 2. Tables and Illustrations above). Professional product and service vendors are invited to advertise. Rates for vendors are: $100 per issue for full page; $60 per issue for 1/2 page; and $30 per issue for 1/ 4 page. All ads are subject to review and rejection by the editors and/or the Executive Board of LAHPERD. *Free ad space is available to departments that are represented by membership in LAHPERD.

LAHPERD MINI-GRANT APPLICATION FORM 1.

2.

3.

4.

Print these directions.

Type your Application.

Be sure to answer all the questions.

Mail completed form by May 1st each year to: Christina Courtney, Mini-Grant Coordinator University Laboratory School 45 Dalrymple Dr. Baton Rouge, LA 70803 Page One Project Title: Signature of Applicant: Signature of Principal and/or Supervisor Applicant’s Name: Applicant’s Position/Title School Name: School Address: School System/Parish: Work Phone: Work FAX: Work email: Home Phone: Home email: Page Two General Project Summary (1 or 2 paragraphs) Specifics: 1.

What is the main idea of this project?

2.

Why do you think there is a special need for this project?

3.

Give a time schedule of events 4.

Approximately how many students will be affected by this project?

5.

How will you describe whether your objectives have been achieved and whether your project is successful?

6.

Attach 1-3 lesson plans you could use within this project.

7.

Detail your budget request. Include specific information such as kinds of materials and equipment needed, sources of supply and costs, or travel/lodging information.

Budget example: ITEM Alpha Fit Conference Registration Fee Total

SUPPLIER/SOURCE U.S. Games SDAHPERD

AMOUNT BUDGETED $375.00 $150.00 $525.00