Browsing by Author "Pierce, David"
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Item Analysis of sport sales courses in the sport management curriculum(Elsevier, 2019-06) Pierce, David; Tourism, Conventions, and Event Management, School of Health and Human SciencesThis paper examined the curriculum posted on program websites of sales education in undergraduate sport management programs in the United States. A sport sales course is offered by 22% of undergraduate sport management programs. Programs with Commission on Sport Management Accreditation (COSMA) accreditation, located in a city, housed in a sport management or leisure department, and programs with larger student enrollments were the most likely to offer a sport sales course. A survey was also utilized better understand of how sport sales courses are being taught and uncover the perceptions of programs not offering sales. The top reasons for adding the class were the demand from the industry for qualified salespeople and a positive employment outlook. Survey results revealed that all courses were taught in a face-to-face environment with an average class size of 27, predominantly taught by a full-time faculty member in sport management. Selling in the Sport Industry authored by Pierce et al. was the most commonly used textbook. Respondents from programs not offering the course nearly universally recognized the importance of students demonstrating competence in sales by the time they graduate, and 74% reported covering sales competencies elsewhere in curriculum. Slightly over one-fourth of the programs without a sales course indicated that addition of a required class is likely in the near future. The business school was a likely place to outsource the teaching of sales competencies, with 13% of schools without a sport sales class requiring a professional selling course offered in the business school and 18% offering access to an elective. The most significant obstacle impeding the adoption of sales was the constraint posed by credit hour limits for graduation.Item Applying Holland's Vocational Choice Theory in Sport Management(Human Kinetics, 2017) Pierce, David; Johnson, JamesHolland’s (1997) vocational choice theory is used in vocational counseling to aid job seekers in finding occupations that fit their personality based on Holland’s RIASEC typology of personalities and work environments. The purpose of this research was to determine the Holland RIASEC profiles for occupations within the sport industry by having employees in intercollegiate athletics complete the Position Classification Inventory (Gottfredson & Holland, 1991). Results indicated the three-letter Holland code for the sport industry is SEC. The sport industry is dominated by the Social environment, evidenced by seven occupations possessing Social in the first letter of the profile and Social rating in the top two for all occupations. Seven occupations were primarily Social, three were Realistic, two were Enterprising, and two were Conventional. A MANOVA was also conducted to compare differences between occupational disciplines on the six Holland environments. Implications for sport industry occupations and the application of Holland’s theory are discussed.Item Assessing the Importance and Value of Events for Indianapolis Using Willingness to Pay(2023-08) Burke, Michael; Pierce, David; Liu-Lastres, Becky; Sherman, GeoffreHaving the support of the local community is vital to having events go well. This study is needed to better understand the value of the current events and event types to be able to bring better events to Indy. This study used the contingent valuation to measure the willingness to pay for a variety of events held in Indianapolis and then assessed the difference between them while including identity and quality of life factors as additional variables. An online questionnaire was used to gather responses for all the variables. Event type and sports identity were significant variables impacting the willingness to pay to attend.Item Beyond Scope of Practice: Inferring High School Tennis Coaches' Behavior from their Nutrition and Eating Disorder Knowledge(Juniper Publications, 2018-02-01) Reagan, Brian Patrick; Pierce, David; Department of Tourism, Conventions, and Event Management, School of Physical Education and Tourism ManagementThe primary purpose of this study was to assess high school tennis coaches’ knowledge of macronutrients and disordered eating (e.g., etiology). Other purposes included identifying confidence in knowledge and any differences between the participating coaches’ knowledge and demographic variables. To address these purposes, the 27-question Nutrition and Eating Disorders in Tennis (“NET”) Survey was created. The study design involved a one-time voluntary assessment of the Indiana coaches’ demographic variables, knowledge, sources of knowledge, and level of confidence (e.g., Not At All or Very Confident). Overall, the results revealed that the coaches lacked knowledge. The average score was 70.6%, which was below the criterion for adequate knowledge. Furthermore, the coaches lacked adequate knowledge in three of the five knowledge domains: Treatment and Prevention of Disordered Eating (63.6% ± 22.9%), Disordered Eating Signs and Symptoms (60.0% ± 21.7%), and Macronutrients (57.0% ± 22.4%). There were no significant differences between coaches’ education level, gender, or type and knowledge. However, there was in experience; the more years coached, the lower the scores. Finally, there was a trend of overconfidence in answers.Item Capstones IUPUI High-Impact Practice Taxonomy(2019) Pierce, David; Zoeller, Aimee; Wood, Zebulun; Wendeln, Ken; Bishop, Charity; Engels, Erin; Powell, Amy; Poulsen, Joan; Brehl, Nick; Nickolson, DarrellThe capstone is a signature, culminating experience that requires students to integrate knowledge, skills, and dispositions acquired during college and apply them in a situation that approximates some aspect of disciplinary practice. Students are prepared to achieve excellence in the capstone when the unit has intentionally designed a pathway that strategically places the capstone at the end of the students’ journey. In this way, the capstone is integrated and connected to the undergraduate experience, and is not a stand-alone course or experience. The Capstones Taxonomy differentiates the five attributes of capstones along three dimensions of impact. The common thread that works across all five attributes is as follows: High Impact: The capstone impacts students in the short-term for the duration of the course. The positive impact of the capstone accrues to each individual student. Higher Impact: The capstone impacts the entire class as students share experiences with each other. The impact of the capstone should be felt after the class concludes. Highest Impact: The capstone supports or advances the engagement of students with their next steps and impacts their trajectory in a lasting way. Students see the interdependent connections between their work and the world.Item COVID-19 Implications on Student Athletes Occupational Engagement and Mental Health(2021-04-28) DePue, Brianna; Wilburn, Victoria; Pierce, David; Wilburn, Victoria; Department of Occupational Therapy, School of Health and Human Sciences; Wilburn, VictoriaOccupational engagement in preferred activities has been difficult to obtain throughout the Coronavirus-19 (COVID-19) pandemic for high school athletes with the disruption to high school sports. High school athletes utilize sports as a way to interact within their environment and engage in play which is a key factor for facilitating normative development. The purpose of this capstone project is to further understand if associated mental health outcomes exist in high school athletes due to limited occupational engagement within sports through self-reported measurements. This project utilized a cross sectional, mixed methods survey, from a convenience sample of 104 high school athletes in order to obtain student athletes perspectives regarding the impact of COVID-19 on their sport performance, mental health, occupational deprivation, and future collegiate goals/scholarships. This project used a chi square analysis with a linear regression to understand relationships between datasets. Statistically significant (p= .003) relationships were found between grade level and student's self-reported occupational deprivation. This study also found indications of other predictive relationships between factors such as limited playing time or different rules while participating in sports and student's self-reported negative mental health symptoms (r= 2.3). With limited research on COVID-19 in this vulnerable population, this study provides foundational evidence for the need to engage within preferred occupations for normative development in high school athletes and the need to address mental health in this population who undergo feelings of adverse mental health within circumstances out of their control such as the impact of COVID-19.Item COVID-19: Return to Youth Sports: Preparing Sports Venues and Events for the Return of Youth Sports(2020-06-02) Pierce, David; Stas, Jessi; Feller, Kevin; Knox, William; Tourism, Conventions, and Event Management, School of Health and Human SciencesCOVID-19 has impacted all areas of life, and youth sports is no exception. States and counties are publishing their own unique guidelines for permitting youth sports to return over designated phases, creating a patchwork of guidelines and dates for returning to practice and games. Governing bodies, sports facilities, and event operators are creating modifications and adaptations for participants and spectators to ensure a safe environment. The Sports Innovation Institute at IUPUI, a partnership between Indiana and Purdue universities in Indianapolis, and Grand Park Sports Campus (Westfield, Ind.) collaborated to better understand how COVID-related adaptations are perceived by parents, athletes, coaches, officials, and administrators. The results provide youth sports facilities and event operators with data on how specific adaptions are received by these stakeholders who are looking to return to youth sports in a timely, but safe manner. Twelve adaptations were identified from a review of documents prepared by states, governing bodies, trade associations, media reports, and feedback from industry and academic experts. The survey questions were designed using the Kano Model (pronounced “kah-no”), which was selected due to its ability to determine how people feel about proposed adaptions during the COVID-19 pandemic. Each adaption comprised three questions that assessed the respondents’ feelings toward the adaptation (functional question), their feelings if the adaptation did not exist (dysfunctional), and their assessment of how important it is for the adaptation to occur (importance). The Kano Model is interpreted based upon these three scores, and each adaptation can be placed into one of five categories on a scatterplot. The survey was distributed to 40 organizations that circulated the survey to their members. The survey reached a national audience that represents the landscape of youth sports. A total of 10,359 people from 45 states completed the entire survey, representing at least 13 different sports. Nearly 92% of respondents were parents, but with the option to select multiple roles, coaches (25%), administrators (10%), athletes (9%), and officials (3%) were also represented. Results indicated that venues and events should invest heavily and visibly in sanitization of the facility, playing areas, and equipment before, during, and after events. Venue operators and event managers can feel confident the recommendations provided by the Centers for Disease Control and Prevention (CDC) and National Federation of State High School Associations (NFHS) to sanitize playing areas and equipment after each use will be well-received and welcomed by users. Promotion and monitoring of social-distancing guidelines, limiting personal contact between players, limiting admission to those under age 65 with no CDC-indicated pre-existing conditions, and completing a health and contact-information questionnaire prior to entering are seen by users as must-be adaptations in order for players and spectators to feel comfortable returning to youth sports during the COVID-19 pandemic. This means their presence does not bring satisfaction, but their lack of presence brings significant dissatisfaction. Respondents felt indifferent toward changing arrival and departure routines, closing amenities, and minimizing the capacity and rearranging bench areas for athletes. The presence or absence of these adaptations do not make a real difference in users’ experiences. User sentiment regarding facemasks was mixed, with strong feelings about the use and non-use of facemasks. Finally, limiting entry to athletes and game personnel but excluding spectators was not well-received by survey respondents, especially parents. Youth sports venues and events should tread lightly when considering not allowing spectators into venues, and expect negative backlash from parents should such policies be adopted. Parents of recreational athletes viewed the adaptations in a more positive light and as a more necessary part of the youth sports experience than parents of travel athletes. A similar trend was found when comparing parents who are less willing to travel during the pandemic than those who do not expect their travel to be impacted. Travel sports parents demonstrated an increasing comfort level in traveling for competitions over the summer months, from 42% in May to 76% in August. The economic turmoil wrought by COVID-19 has touched nearly every component of American life. However, 59% of travel sports parents reported that the pandemic will not negatively impact their sports travel budget. Only 23% will experience a budget decrease greater than 25% related to youth sports travel.Item Innovate With Design Thinking in the Sport Management Capstone Course(Human Kinetics, 2019) Pierce, David; Davies, Melissa; Kryder, Bryan; Tourism, Conventions, and Event Management, School of Physical Education and Tourism ManagementThis article outlines an opportunity for sport management instructors to integrate design thinking as a pedagogical tool into their classrooms to align with the demands of today’s innovative and evolving sport industry. Design thinking enables students to become designers and to approach problems from an empathetic and creative perspective to promote innovative solutions to a wide range of problems. This article will introduce design-thinking concepts and how they align with the advancing sport management curriculum before outlining the steps required for instructors to incorporate design thinking into a sport management capstone class.Item Investigation of Indiana tennis coaches' knowledge of disordered eating and nutrition and their confidence in such knowledge(2015-12-11) Reagan, Brian Patrick; Bahamonde, Rafael; Morrone, Anastasia; Pierce, David; Beekley, MattIt is well documented that a variety of sports coaches lack nutrition knowledge. However, few studies explore their knowledge of appropriate weight loss methods, macronutrient intake, or disordered eating. Unfortunately, both college and high school coaches disseminate inaccurate nutrition and weight loss counsel to their respective athletes who are just as unknowledgeable. Further, there is little research, which only focuses on coaches of a specific sport (e.g. tennis). Thus, the primary purpose of this study was to assess high school tennis coaches' knowledge of macronutrients and disordered eating (e.g. symptoms and prevention). Other purposes included identifying confidence in knowledge and any differences between the participating coaches' knowledge and demographic variables. To address these purposes, the 27-question Nutrition and Eating Disorders in Tennis ("NET") Survey was created (and validated). The study design involved a one-time, voluntary assessment of the Indiana coaches' demographic variables, knowledge, sources of knowledge, and level of confidence (e.g. Not At All or Very Confident). Overall, the results revealed that the coaches lacked knowledge. The average score was 70.6%, which was below the criterion for adequate knowledge. Furthermore, the coaches lacked adequate knowledge in three of the five knowledge domains: Treatment and Prevention of Disordered Eating (63.6% ± 22.9%), Disordered Eating Signs and Symptoms (60.0% ± 21.7%), and Macronutrients (57.0% ± 22.4%). The latter was further substantiated through the responses to scenario questions (Part 3). Specifically, the tennis coaches demonstrated a significant knowledge deficiency of carbohydrates, energy needs, and appropriate scope of practice. There was no significant difference between coaches' education level, gender, or type and knowledge. However, there was in experience; the more years coached, the lower the scores. Moreover, there was a trend of overconfidence in the most missed questions. This dissertation's data can provide basis for coaches' educational programs.Item Project-Based Learning: IUPUI High-Impact Taxonomy(2023-04-27) Oesch-Minor, Deborah; Pierce, David; Hayes, Kelly; Mihci, Gurkan; Robertson, Nancy Marie; Stucky, Tom; Van Busum, Kelly; Westerhaus-Renfro, CharlotteProject-Based Learning [PBL] infuses content-rich readings, lectures, and instruction to support students as they learn by actively engaging in real-world and personally meaningful projects. PBL is a high-impact practice (HIP) that can be applied simultaneously when using other HIPS or pedagogical approaches (e.g., case study, capstone, research, study abroad, work-integrated learning, community-based learning, writing intensive course, ePortfolio). In PBL courses students identify real-world/authentic problems to explore and participate in sustained inquiry throughout the project. Students do not re-ceive information to memorize it; they learn because they have a real need to know something so they can use it to solve a problem or answer a question that matters to them. Students go through iterative cycles of posing real questions, finding resources, collecting data, interpreting information, and reporting findings. Student progress is supported through scaffolded activities, feedback loops with peers and faculty, and meeting benchmarks for progress. At key moments, students reflect on the process, what they have achieved, and make connections between the work they are completing and relevant course concepts.