Thursday, December 31, 2020

SWOT analysis

As you may have noticed by now, or you will notice soon, many of the assignments in my courses have you "out there" (or telecommuting as the viral loads are in full bloom nowadays) applying the skills you learn in class in the real world. This assignment is no exception. The SWOT analysis assignment will present a deep-dive snapshot of a local sport organization of your choice (local to you, not to A-State). The alternative to doing in at a local sport organization is if you have the intention of applying for a job soon to a sports organization that is not local to you yet. This will be a good assignment to help you "mingle" (always keep in mind social distance protocols and telecommute if you are able) at such an organization and learn more about them before you apply. Here are the steps of the assignment. 

1. Select the organization. Keep in mind this is a piece of a larger assignment to come later (the marketing plan), so pick an organization that will keep your interest and that is willing to work with you. 

2. Research the organization on paper (online, ask managers for reports and records, research their competitors, etc). 

3. Meet with stakeholders to gather more information and brainstorm strengths, weaknesses, opportunities, and threats. 

4. Organize the information in 4-5 pages and upload your paper, including thorough background information about the organization's mission, vision, goals, history, strengths, weaknesses, opportunities, and threats. Include a conclusion with your proposed strategies to maximize strengths and opportunities, overcome weaknesses, and neutralize threats. Cite all your sources. 

For quick reference, strengths are organizational characteristics that make them effective, efficient, or better than their competitors. Weaknesses are organizational inadequacies. Opportunities are favorable external conditions, and threats are potentially harmful external situations. Use the syllabus and library resources to find out more about SWOT analyses and Marketing plans. 

Wednesday, December 9, 2020

Fall 2020 wrap up

 Key takeaways

  • 2020 sucks
  • You were the highlight of my week
  • Take the course lessons and apply them to your future careers in sport
  • I wish you all the success in the world and I love you! <><

Thursday, November 12, 2020

Online Writing Center

Let me be proactive here and send you information about the Online Writing Center (OWC) requirement on your literature reviews.

You have to make an appointment with the OWC sometime between now and the due date of your assignment for it to get graded at full credit. If you do not we will take 10% off the top of the paper (i.e. on the Fall 2 2020 Current readings class that is 5/50 points). Let me tell you, though, those students who use the OWC before they turn in assignments get higher grades than those who do not, so even in classes where this is not a requirement you may want to check them out to improve your grades. 

In the video below I walk you through the steps, but they are basically these: 

  1. Go to the OWC website
  2. Click on penji on the right-hand menu
  3. Create a penji profile if you haven't already by entering your A-State email and verifying it
  4. Click on the type of appointment you want (synchronous or asynchronous)
  5. Select your time slot
  6. Select your tutor
  7. Confirm the type of appointment (synchronous or asynchronous)
  8. Verify the information and click confirm
  9. Meet your tutor at the time slot you selected. 

Good luck on your papers everyone, work hard, and I cannot wait to hear how the OWC appointments went. 

Tuesday, November 10, 2020

Literature matrix

I did not see this coming, but we learn as we go right?  I am also getting a lot of questions about how to work with a literature matrix, so I made you a video to help out.  A couple of other things I noticed since making the video are: 

  1. Make your settings so that anyone with the link can view your matrix, otherwise, the coaches will not have access to grade it. 
  2. If you are anything like me, it will be easier to discern patterns in the literature if you make a single document with 30 rows (aka 30 articles) instead of one document with 30 tabs (one per article). 
  3. You may change your research question at any time if you find that your question is not suitable to meet the assignment requirements. However, the longer you wait you will find yourself more in a time crunch because of how fast-paced the term is. 

The following video includes instructions on how-to: 

1) Access a specific database (SportDISCUS)

2) Enter multiple search terms (i.e. "Organizational Justice" AND "Sport*" OR "athle*")

3) Set search parameters to only include peer-reviewed articles

4) Save PDFs of the articles

5) Create and share a literature matrix on google sheets 

Friday, October 23, 2020

Research questions

I am getting lots of questions about research questions. This is a really oversimplified explanation for the current readings literature review assignment, so please check with your advisor if you are reading this post for other purposes. In a nutshell, you need a clear, concise, and arguable "how" or "why" question. Here are some I have used before. Feel free to use them as inspiration for creating your own research question. If you will use a "what" question you really need to narrow it down so you so not end up with a vague search. "How" questions are my personal favorite, but you can use any as long as they are clear, concise, and arguable. They also have to be complex (so no yes/no questions). 

  • How do bystanders react to witnessing sexual harassment?
  • What are the personal characteristics that differentiate active v. inactive bystanders in sexual harassment situations?
  • How is sexual violence in sport depicted by the media? 
  • What are the organizational factors that influence the recognition of behaviors that constitute sexual harassment in the workplace? 
  • What are the factors negatively affecting the validation of males as legitimate victims of sexual violence? 
  • How does team cohesion affect the likelihood of bystander intervention during a sexual harassment situation? 
  • What are the most common sexual harassment behaviors experienced by male and female athletes? 
  • What are the most common sexual harassment behaviors experienced by gender and sexual minorities in athletics? 
  • How do bystanders react to the sexual harassment of gender and sexual minorities? 
  • How does a reputation for covering up sexual harassment affect a team's fandom? 
Try to stay away from trending topics (like COVID-19 related topics) as it is unlikely you will have enough literature this year to do a thorough review. 

Monday, October 19, 2020

Philosophy & Ethics MoNo 10/19/20

Philosophy & ethics
 Monday Notes - 10/19/20

Sensitive content warning - domestic violence (graphic video). 

In today's article, the authors evaluate Roger Goodwell's (NFL commissioner) strategy to the media criticism of his response to Ray Rice's domestic violence video on February 19th, 2014 (below). They focus on this event because it is the 1) first crisis with leaked evidence highly publicized in social media, 2) they want to examine the separation strategy used, and 3) Goodwell's notoriety before the scandal, which afforded him a certain advantage to use this strategy. 

 Results show the strategy worked with some stakeholders, but not others. Mainly the media continued to criticize the decision. The owners applauded Goodwell and supported him. The fans were upset at Rice's actions and the initial reaction from the NFL, but it seems the separation strategy worked as this had no bearing on their continued watching intentions. The authors suggest future studies explore the notoriety and the public perception of them prior to crisis as an influence on the type of image repair strategies they may successfully employ. 

Here are a couple of questions for your consideration: 
  • Would these types of decisions (penalties for off the field behavior) be better handled proactively (i.e. by pre-written policies), and if so, should they be clear-cut on the types of penalties or leave it up to interpretation? 
    • Whose interpretation. More specifically who gets to be the judge-jury-and executioner as the author puts it?
  • Would this have been handled better if the decision had been made by an appointed or convened committee, or should the commissioner continue to be the sole decision-maker on off-field behavior player discipline? 
  • Are the players the only ones being disciplined for their off-field behavior? Should the NFL penalize the Patriots organization or Robert Kraft personally for his off-field behavior? Why or why not? 
  • What are other lessons we can extrapolate from this incident? 
To-do list for Wednesday class: 
  • See you in person if you are scheduled to come in person on Wednesdays! There is a bonus points opportunity for those of you scheduled to come in on that day. 
  • See you via zoom if that's your class method on Wednesday. If you missed your bonus points opportunity because you were not in class today come see me during office hours. 
  • We have an SIT assignment due
  • Hanna, you present on Taylor et al., 2020. 
Upcoming activities: 
  • Deandre presents on Taylor & Paule-Koba, 2020 on Friday
  • There is a Quiz Monday that includes the second part of the sexual violence literature. 

Tuesday, October 13, 2020

Current readings

 Welcome to current readings! This is one of the most exciting courses I teach. It is also exhausting, so gear up for a challenge! I am including the syllabus here as well as 3 videos below. Video 1 includes my contact information and course objectives. Video 2 includes the class policies and describes the assignments. Finally, video 3 goes over the course readings, grading, and schedule. There is more information on the syllabus than what is shown on the videos, such as the BioSig policy, the curriculum map. and A-States COVID technology recommendations. Thus, I encourage you to read it thoroughly and make sure you ask clarifying questions. I look forward to an invigorating semester where we work hard together. Onward and upward everybody!

Video 1. Contact info & objectives 

Video 2. Policies & assignments

Video 3: Readings, grading, & schedule

Mini-doc feedback

Great job on your drafts today guys. I know they were rough, but that is the idea of a draft. Let's take our feedback and run with that. I cannot wait to see what all you come up with for the final mini-doc products next week. Just as a matter of summary here is the general feedback tossed around in the classroom: 

  • Live class footage
  • Hype music or mixed music (think DJ)
  • Client or student interview
  • Coaches interviews
  • List hours, classes, or other important information
  • Pay attention to sound quality
  • Interview graduates employed in the industry
  • Voice over pictures
  • Smooth out transitions
Next week activities (10/20)
In class: Mini-doc final draft
  1. Midterm
  2. Self-evaluation
Don't forget I am off to an all-day workshop the week after (10/27) so we will do an asynchronous discussion. Those of you presenting an article, please send me your voice over slides by 10/26. You can find the presentation roster here.  

Sunday, October 4, 2020

Does unity through sport undermine democracy?

In a brilliantly written essay, the author takes us through years of activism by Black athletes. Starting with Carlos and Smith's raised fists in the 1968 Mexico City Olympic Games through the more recent kneeling by Kaepernick. Most importantly, the author deconstructs the rhetoric around the reactions to these public protests and critiques the frequently alluded unifying attribute of sport.

The essay frames sport as an optimal space for legitimizing rivalry without romanticizing it. Most notorious is the call for sport as a space to preserve contest, not unity. Although the author acknowledges sports' ability to unify, it cautions against using it unquestioningly as a unifying agent at the expense of healthy democratic dissent and the pluralism that defines the United States. Finally, it makes a case for activism in sport, such as disrupting the national anthem, not as a threat to unity, but its illusion. An illusion that is more threatening to democratic health than the activism itself. 

The author mentions the "inside these lines" NFL commercial within the article and commented that an NFL spokesperson stated, “We think this is the single best response to demonstrate what we are about. It stands in stark contrast to someone who practices the politics of division” (Stetler, 2017, as cited in Butterworth, 2020, p. 465). However, later comments this could have been directed either at President Trump or Kaepernick. Who do you think this was directed at? and why? Also, share your thoughts after reading the article. Does unity in sport undermine the pluralistic values necessary for a democratic society? Have the claims for unity attenuated the purposes of the protest/activism?  


Butterworth, M. L. (2020). Sport and the Quest for Unity: How the Logic of Consensus Undermines Democratic Culture. Communication & Sport, 8(4-5), 452-472. 2167479519900160.

Friday, September 18, 2020

Philosophy & Ethics FriNo

 Philosophy & Ethics

Friday Notes (FriNo) - 9/18/20

Good show today Mattie. If any of you missed it you can find a video above.  Congratulations on a wonderful discussion to all of you who participated. Way to raise the bar. Good luck on the quiz Monday, and I will see everyone Wednesday. Remember we are back in the hybrid format we were using before my children were quarantined by then.   Here are the quick prompts from the discussion today: 

  • What are some of the things you noticed about the organization? 
  • What is the culture of the organization like? Base your answer on the article as well as other readings from this module. 
  • What are the ethical issues the organization is facing? Base your answers on the article a well as other course readings (from this module and before). 
  • Can you provide examples of organizations that have faced ethical issues successfully?
  • What are some strategic ethical changes for short- and long- term implementation? 
Action items for Monday: 
  1. Study for the quiz
  2. Take the quiz on blackboard
    • You can take it any time Monday
Action items for Wednesday: 
  1. Do not forget to show up to class if you are on the face-to-face schedule rotation on Wednesdays!
  2. Everyone should read the article and submit a headline assignment on blackboard. I can't wait to hear how you all did. I will be calling everyone's name to hear your headline, so show up ready to "sell that newspaper"!!
  3. Noa Crenshaw, you are up for the presentation 
  • Goran, L. (2020). A Research on the Fair Play Behaviors of Students Participating in School Sports (The Case of Düzce Province). Asian Journal of Education and Training, 6(3), 356-361.

Ingerson, L., & Naraine, M. L. (2019). It’s Just Not Cricket: A Case of Ethics, Integrity, and Organizational Culture Within a National Sport Governing Body. Case Studies in Sport Management, 8(S1), S1-S6.

Thursday, September 17, 2020

Video assignments with the new YuJa tool

 Hello everyone! If you have not noticed, we have a new tool on blackboard for our videos. It is called YuJa, and it replaced our VoiceThread assignments. Here are the submission instructions for video assignments such as PechaKucha presentations, Mini-docs, recorded presentations, etc. There is also a video below in case you wanna see the steps. 

  1. Have your video ready to go (knowing where you saved it is important ;P)
  2. Click on the assignment link
  3. Click on write assignment
  4. Click on mashup
  5. Upload your video by clicking browse or dragging your video icon
  6. Submit
Have fun creating your videos. I expect great things from you, bring it!

Here is another video on how to upload your video to your A-State YouTube account in case you have trouble with YuJa. That way you can still submit it =)

Monday, September 14, 2020

Philosophy & ethics MoNo 9/14

 Philosophy & Ethics

Monday Notes (MoNo) - 9/14/20

Thrilling chat discussion on zoom today. Thanks to all of you who participated, although for some reason I have the strange feeling that I am talking to myself when I read off the chat. Makeup presentations are scheduled for Monday 9/20/20. If you are planning on a university excused trip that day and you need to make up your presentation you may ask the communication center for help to record it and submit it ahead of time. The video with the short version of the lesson is included above, and here are some questions for you to ponder: 

  • Does sport really have a toxic culture? 
    • Reflect on your rationale
  • What is the main societal source of the gendered roles we see reflected in sport and how can we affect change in that particular source? 
  • What are the implications of equality that people often discuss, and the implications you can think of that are less discussed? 
  • Are sports and society ready for a change? 
  • Are you ready for change? Do you want societal change? Why or why not? 
Action items before next class
  1. Complete the alphabet assignment and turn it in on blackboard. 
  2. Show up ready to discuss (remember we are meeting on zoom at least until the 25th) 
    • Remember your attendance is tied up to your discussion participation and missing 10% drops you a letter grade. Do not miss out because you are unprepared. 
    • The assigned reading for Wednesday is Grosset, Y., & Attali, M. (2011). The international institutionalization of sport ethics. Society, 48(6), 517.
  3. Princeton presents this Wednesday on Grosset & Attali (2011)
  4. Next up is Matti's presentation on Ingerson and Naraine (2019), but that's not until Friday, just giving her and you all a heads up. 
Stay safe and healthy. I will see you on zoom next class <><

Breger, M. L., Holman, M. J., & Guerrero, M. D. (2019). Re-Norming Sport for Inclusivity: How the Sport Community Has the Potential to Change a Toxic Culture of Harassment and Abuse. Journal of Clinical Sport Psychology, 13(2).

Wednesday, September 2, 2020

Philosophy & Ethics WeNo 9/2

 Philosophy & Ethics

Wednesday Notes (WeNo) - 9/2/20

Thank you Kentrell, for presenting on ethical codes today... And thank you all for a phenomenal discussion. Here are some of the discussion question highlights for you to ponder: 

  • Why is it that diversity is often overlooked in ethical codes? 
    • What are some diverse characteristics that go above and beyond what we can see (gender and race)? 

  • Why does it seem like sport organizations and society, in general, are more reactive than proactive when it comes to solving problems, either addressing diversity or otherwise? 
      • Who is involved in creating and enforcing the ethical codes? 
      • What happens once a code gets broken by someone high up on the food chain (NFL team owner)?
      • Does it seem like athletes are held at a higher standard than everyone else? Why or why not? Describe examples. 

      Here are a couple of examples we came up with in class about lax/poorly enforced ethical codes in different sport organizations: 
      And one that goit pointed out to me today after class in the MLS. Also, one of our international students mentioned in her/his country they are not aware of ethical codes.  It got me thinking, I wonder if there is a need for ethical codes worldwide or it is dependent upon culture (i.e. cultures with widespread ethical codes may not need organizational ones) and if there is already research on the matter. Anyways, something to think about when you are in the whole wide world, making deals, and kicking butt internationally. 

      here are a few action items before next class. 
      1. Check the updated presentation schedule and prepare yours if you are up. 
      2. Go to the library website, find the article for next class, and read it.  The full APA reference information you need to find the article is located in the syllabus, as is the calendar. 
      3. Turn in your assignment on blackboard before class. 
      4. Come to class (or zoom as assigned) prepared to discuss the article and your assignment. 
      If you have been exposed to COVID please let the school know through the self-report tool and join us on zoom. The link is in the content tab on blackboard. 

      Stay safe and healthy! See you next class. <><

      De Waegeneer, E., Van De Sompele, J., & Willem, A. (2016). Ethical codes in sports organizations: Classification framework, content analysis, and the influence of content on code effectiveness. Journal of Business Ethics, 136(3), 587-598.

      Tuesday, September 1, 2020

      Philosophy & Ethics MoNo 8/31

       Philosophy & Ethics

      Monday Notes (MoNo)  - 8/31/20

      Thank you all for an energetic and dynamic Monday class and discussion. Special thanks to Halle for a brilliant presentation on Campbell and McNamee (2020) and to Brett for contributing to the discussion about bovine breeding techniques. Both were most enlightening. Here are a few questions to ponder after reading the article: 

      • Should testing for "desirable" traits allow parents to select offspring characteristics? or should it be limited to aptitude detection? 
      • Are these genetic attitudinal predispositions reliable (can they be trusted)?
        • If so, does aiming a child towards their genetic aptitudes benefit them by maximizing their opportunities, or harm them by limiting their options and preventing them from exploring meaningful activities? 
      • Vets, owners, and breeders should act in the best interest of equine athletes. What does that look like to you in the context of the article? 
      • Would you recommend a complete ban of gene editing (either for therapeutic or enhancement purposes), a blanket permission, or a compromise of the two? What are the ethical grounds for your decision and how would you enforce it?
      As always, here are a few action items before next class. 
      1. Check the presentation schedule and prepare your presentation if you are scheduled to present. 
      2. Go to the library website, find the article for Wednesday's class, and read it.  The full APA reference information you need to find the article is located in the syllabus, as is the calendar so you know what article is assigned for Wednesday. 
      3. Turn in your 3-2-1 assignment #2 on blackboard before class. 
      4. Come to class (or zoom as assigned) prepared to discuss the assigned article and your 3-2-1 assignment in case you get randomly selected to talk about it. 
      If you have been exposed to COVID please do not forget you can join us on zoom too, even if you are scheduled to come to class. The zoom link is in the content tab on blackboard. Stay safe and healthy! See you next class. <><


      Campbell, M. H., & McNamee, M. J. (2020). Ethics, Genetic Technologies and Equine Sports: The Prospect of Regulation of a Modified Therapeutic Use Exemption Policy. Sport, Ethics and Philosophy, 1-24.

      Thursday, August 27, 2020

      Philosophy & ethics WeNo 8/26

      Philosophy & Ethics

      Wednesday Notes (WeNo) - 8/26/20

      What a pleasure it was to meet all my new Sport Philosophers! That's what I call all my students in the PE 4843 Sport Philosophy & Ethics of Sport and Exercise. I cannot wait for all the pondering, reflecting, and debating we will do.  Technology issues aside, it was a great class! I loved meeting all of you. Remember, Friday class will be virtual as per A-States social distancing protocol guidelines; so I will see you on zoom! Here are a couple of resources before we met again. 

      1. The full version of the syllabus
      2. The course overview video
      3. The assignments overview video
      4. The presentation schedule
      Course overview video

      Assignments overview video

      Action items: 
      • Check the presentation schedule link above to find out when you present and start preparing your presentation. Especially if you are presenting this upcoming class. 
      • Everyone must find the assigned article in the library and read it. 
      • Everyone must turn in a 3-2-1 assignment on Blackboard before class
      • Don't forget you can be randomly selected to talk to the class about your 3-2-1 assignment. 
      Stay safe and healthy! See you next class <><

      Wednesday, August 26, 2020

      Sport Communication TuNo

      Sport Communication

      Tuesday Notes (TuNo)

      What a great class you'll! Thank you for making the class so interactive. I really appreciate your discussion and contributions. I wanted to leave a couple of resources here for you so you have access to what went on in class. Here you will find  

      1. The long version of the syllabus
      2. The course overview video
      3. The assignments overview video
      4. The presentation schedule
      Course overview video

      Assignments overview video

      Action items: 
      • Start preparing your presentation (especially if you present this upcoming week!). Off the top of my head, those are Destinee. Kierra, Marquis, Cedrick, and Tanner, but please double-check the presentation schedule link above. 
      • Everyone must come to class having read the articles
      • Everyone must come ready to discuss
      • Everyone must turn in a synthesis on blackboard before class time -blackboard is coming up, thank you for your patience and grace. 
      • Everyone must come ready to informally present on their synthesis. 
      • Bring your best skycam and sideline cam pictures or video for show and tell. 
      Good luck everyone, see you Tuesday

      Sunday, August 23, 2020

      MS Sport Admin curriculum map

      Arkansas State University's (A-State) Masters of Science in Sport Administration Curriculum Map


      Program Learning Objectives: 
      1. Demonstrate knowledge of advanced principles of the sport management field 
      2. Effectively apply a variety of oral and written business and professional communication skills 
      3. Demonstrate advanced understanding and competence of practicing good ethics and conduct in the intern workplace 
      4. Ability to research, analyze, and interpret sport studies in order to effectively discuss current issues, challenges, professional practices, and strategies in the sport environment 
      5. Perceived effectiveness in the workplace based on academic program preparation.

      Saturday, August 22, 2020

      BS Sport Management Curriculum Map


      Hi! Check out this video with information about A-State Bachelor of Science Sport Management's Curriculum Map. 

      Program level goals: 

      1. Demonstrate knowledge of fundamental sport management research, principles, strategies, and practice
      2. Effectively applying a variety of oral and written business and professional communication skills
      3. Demonstrate understanding and competence with behavioral expectations related to ethical good practice and conduct in the workplace

      Wednesday, August 12, 2020

      Thesis proposal


      As our program grows, more and more students are asking to do theses.  This is awesome, and we are here to help as much as we can.  It is important for you to keep in mind that thesis spots are limited and you may have to wait a bit for a spot to open up so a professor can provide you the attention and guidance you will need through this process.  

      It will also really help if you consult with the professors who have open spots about your research topic before you get your heart set on one, or you may have to wait a little longer (i.e. if you email a professor a set thesis topic s/he may redirect you to a colleague with a full agenda, so it is easier if you have an open mind and topic flexibility).  Remember this varies by program and school, so this is only my opinion of how it works in the M. S. Sport Administration at A-State. Ask your advisor for specifics on how thesis advisors are assigned in your program and at your institution. 

      Once your professor and you have agreed on a topic and the proper paperwork has been filled out it is time to get to work.  Here is an outline of a proposal a kind colleague shares with her dissertation advisees that may be helpful to you as you progress through your thesis writing.  Cite your sources throughout the thesis document. 

      1. Chapter 1. Introduction

      • Introduction
        • It introduces the topic, giving background information, citing literature as appropriate and needed
        • It grabs the readers’ attention and highlights the importance of the study
        • In some cases a historical overview of the topic is introduced.
      • Conceptual framework
        • Rational/theoretical/model based model for the study
        • Historical, theoretical nature, and background of the research topic
        • Includes
          • Key variables under investigation
          • Any believed interrelations between dependent and independent variables
      • Problem statement
        • Explain gap in knowledge in the current literature, not the fallacy of such
        • How the proposed study will fill this gap in the literature
        • Highlights the need for such a study and the specific problem that will be addressed
      • Purpose of the study
        • Identify the research design: Qualitative, quantitative, mixed methods, ethnographic...
        • Identify the population you plan to research
        • Identify the research variables
      • Significance of the study
        • Highlight the importance of the study to address the literature gap and contribute to the field
          • How will the knowledge improve human conditions?
          • How will the knowledge improve policy? 
          • How will the knowledge advance the filed?
      • Research questions
        • Bases of data collection to address the purpose of the study
      • Limitations and delimitations
        • Explain how you plan to control potential problems in the research design
        • Limitations are factors the researcher has no control over
        • Evident limitations are potential weaknesses of the study
        • Delimitations are the limitations imposed by the researcher
      • Key definitions
        • Terms defined here should be directly related to the research and used consistently throughout

      2. Chapter 2. Literature review
      • Introduction
        • Background of problem, literature gap, and chapter organization
      • Content
        • Research summary demonstrates the actual gap in the literature, not the fallacy of such claim
        • Every research study included is closely related to the subject of the study
        • The chapter discusses major conclusions, findings, and methodological issues of the current literature
        •  The review offers a balance coverage of the literature, which may entail different points of view or outcomes
        • Recent literature published in peer-reviewed journals or other scientific sources
        • Older research only cited to provide historical background or theoretical grounding for the research topic/concept
        • Review of the current and relevant research is extensive and in depth
        • The literature review establishes a convincing basis for the proposed study
          • Organization
            • The chapter presents a clear, logical, and complete explanation of the major areas to be reviewed in the chapter
            • The review is organized in major sections from general to specific
            • The use of subheadings is logical and highlights the chapter's organization. 
        • Summary
          • Recap main findings of recent literature
          • Reminds the readers of the literature gap to be filled by the proposed study
      3. Chapter 3. Methodology
      • Introduction
        • Briefly state the problem being investigated, purpose of the study, and significance. 
        • Describe the organization of the chapter
      • Research questions
        • Exactly as listed in chapter 1
      • Research design
        • Specify research method: Experimental, quasi-experimental, correlational, causal-comparative, quantitative, qualitative, mixed methods, or another research design. 
        • Explain method choice (why this and not another?)
        • Explain how the method fits the research purpose
        • The variables mentioned in chapter 1 are operationalized in chapter 3. 
      • Population
        • Target population precisely defined
        • Sample selection method is specified, along with the approximate number of participants to be included in the sample. 
      • Instruments
        • Describe all the instruments in great detail
          • Information for each instrument includes reliability and validity
          • Scale scoring needs to be described as well if applicable
        • Include instruments in the appendixes, but a reference to the appendix is included in this section. 
      • Data collection
        • Describe the method of data collection in great detail
      • Data analysis
        • Methods of statistical analysis that will be used to answer the research questions are described throughly
      • Ethical considerations
        • Demonstrate ethical concerns are addressed, particularly in reference to planning, conducting, and evaluating research. 
        • Care is taken for participants to fully understand the nature of the study and that their participation is voluntary
        • Include a statement about how the confidentiality of the data collected will be maintained at all times, and identificaiton of participants will not be available during or after the study. 

      Pro tips: 

      1. Your thesis must follow A-States theses and dissertations format. You can find it at the A-State theses and dissertations website
      2. Theses normally take two full semesters to complete (16 weeks each). If you are a student in our 7-week per term online program we will do our best to get you finished in two terms (7-week terms). However, finishing a thesis before the end of the term does not guarantee you will be graduating on that term as A-State has form and thesis final manuscript deadlines that are way early than the end of a term. You can see the academic calendar at the registrar's website and keep that in mind. 


      Congratulations to my wonderful peer Dr. Amany Saleh for a great dissertation opening session for her Educational Leadership doctoral students, and the biggest thanks for allowing me to share her outline resources with my thesis students. 

      Friday, August 7, 2020

      Social media competencies

      I love teaching Sport Comm and Sport Marketing, and I get to do it again in person and online. What a treat. In my quest for new information to spruce up course content, I found a very interesting article.  The topic was sport management graduates' social media competencies. 

      I have had tweeter assignments on my courses for years.  It seems that to best serve the industry professionals and to better position A-State sport management graduates in the dynamic job market, I need to add Instagram assignments.  This will give students a more holistic social media experience while in the sports comm class. 

      The takeaways from the article were that intercollegiate athletics social media professionals 1) use Twitter for live updates, Instagram for visual impact, and Facebook is falling out of favor.  2) They value hands-on experience managing brand social media, and personal social media is not a proper substitute for this.  3) Their recommendations for preparing students include creating a strategic social media plan where they create informative and entertaining content, or putting the students in situations where social media goals are revenue related. 

      This was a wonderful article that inspired new assignments for my sports comm course.  I look forward to implementing my newly designed assignments into the course this fall.  What's your favorite sport organization to follow on social media and why? Let me know in the comments. <><


      Pate, J. R., & Bosley, A. T. (2020). Understanding the skills and competencies athletic department social media staff seek in sport management graduates. Sport Management Education Journal, 14(1), 48-51. doi:10.1123/smej.2019-0032

      Wednesday, August 5, 2020

      Help wanted

      Cool research opportunity alert! Ok, this is more like a "your professor is geeking out alert", but it's ok. I embrace my geekiness. I will be collecting data this Fall (2020) on a research project with high schoolers, and I get to work with 2 wonderful students who are interested in doing research for up to 100 hours at $10/hr. 
      Ideally you will be an undergraduate student with a GPA of over 3.25 willing to continue the research after this semester, for which you and I will apply for additional funding. Graduate students who are interested in applying for external funding and plan on doing a thesis on this topic will also be considered. 

      Just as a reminder, my research revolves around sexual harassment in sport.  This topic has made some of you blush in the past (me included), so this may be a great opportunity to push your (our) boundaries a little bit while you help me push society's. If you are interested please contact me at to let me know. Include research assistant on the subject line; your name, id number, major, classification, and GPA in the body of the email.  I will be in touch by mid-September. 

      Have a great Fall everyone <><

      Friday, July 24, 2020

      Passion counts twice

      Ken Coleman has a popular podcast about loving what you do and doing what you love.  I find the idea of the sweet spot fascinating.  He defines it as the crossroads between your talents (what you do best) and your passion (what you love to do most).  I strive to help my students find their sweet spot early and then identify a path to reach it.  One quick starting points is the 16-personalities quiz. We start there and then it takes countless hours of thinking, reflecting, discussing, and soul searching; and that's only half the battle.  The half I can somewhat help with. 

      The other half is all you.  You are the only one that can walk the road set before you, determine if it is worth it.  Deep down you know if you want it bad enough.  You may not have what it takes yet, and that is ok.  If your sweet spot is worth it to you, you will find a way.  Your education will fine tune your talents, you have the passion. For putting in the hard work of not giving up on your dream check out this TED talk on grit. There is a book to go along with it, and our library has it. Check it out!

      Author and speaker Angela Duckworth defines grit as passion + perseverance. Put another way, caring about something enough to keep trying long enough to make it happen.  So let me say it again, you may not have what it takes right now, and that is ok. If your sweet spot is worth it to you, you will find a way. Keep trying, and if that doesn't work, dig deep and try again (and again...).  Keep equipping yourself with what you need to get to your sweet spot and do what you love for the rest of your life.  Keep plowing. There is no stopping on the road to greatness.  There is resting, but not stopping.  If you want to know your grit score, check out this handy online quiz and let's talk about it at our next meeting, or leave your comments for discussion below.  Get after it! <><

      Tuesday, July 14, 2020


      [ As of Spring 2022 I am only taking in new advisees from the B.S. Sport Management Online program. If you are a current advisee or in the online program read on. If you are in the B. S. Sport Management traditional program you can contact Dr. Ternes ( or Dr. Yu ( for advising. M. S. Sport Adminstration traditional students are advised by Dr. Church ( , and M. S. Sport Administration Online students are advised By Dr. LaVetter ( ]

      One of the privileges of my faculty and undergraduate coordinator position is that I get to advise students.  I relish the time I spend talking to you about you.  This is the time we talk about your hopes and dreams, I help you plan for your future (I get giddy about this. It's my bread and butter!), and I make the time I wish I could dedicate to you each class and each day during the whole semester.  During this time we plan a course-path to best reach those hopes and dreams.

      There are, however, important things I want you to keep in mind about advising.   Advising is by its very nature a recommendation.  In this case, a professor (me) making a recommendation of possible courses you can take in an upcoming term based on the information at hand.  This recommendation is not the only option.  I have your best interest at heart and will advise what I think best, but I am not even remotely close to perfect.  It is up to you to decide what is best for you, because you know you best. You can find course offerings here.

      Second, my advice does not transfer the responsibility for your degree or the fulfillment of your degree requirements onto me.  You must be familiar with your degree requirements.  At Arkansas State, these are listed in the bulletin of the year you are enrolled in.  Typically this is the school-year when you first enrolled.  There is a repository of bulletins on the A-State website.  Familiarize yourself with yours and take charge.  You can get a snapshot of what courses you still need to take in your degree works.  The Registrar's website has information on how to access it. You can also find how to access it in the video below. 

      Email me a list of courses you want to take with a PDF of your degree works tracker. Once I evaluate the courses based on your degree tracker I will remove your hold. You may also make an advising appointment on PackSupport after you send me the degree tracker and course list email. 

      Best wishes in the upcoming term!!

      Friday, June 26, 2020

      Debt free education

          Some of you know from my courses I am a big advocate of staying out of debt.  I try to sneak in a lesson, or at least bonus points activities about going through school debt free whenever I can.  It should come as no surprise that this is one of my favorite podcasts.  I recommend this to all my students: Undergraduates, graduates, advisees, in the cafeteria, randomly.  
          I do this because I love you, because I do not want you to be in bondage, because I want you to own your future, and I want you to experience the real freedom that comes with an education without strings.  I have seen so many of you through my years at A-State, and so many before you wish they had heard this earlier.  So let me say it loud and clear.  You pay attention now, apply yourself.  Listen to this podcast and use what you learn.  Come see me if you don't understand, I will give you a hand grasping ideas and brainstorming options.  The Financial Aid and Scholarships office is also there to help you, just remember loans, grants, and scholarships are three different things.  
          Keep your ear to the ground and do not miss out on program, department, and college scholarships.  It is a shame when those go unused and you are going around borrowing money. Make it easier for future you! What other scholarship opportunities are out there? Share links in the comments so other students can see them. Share the wealth!

      Thursday, June 25, 2020

      Sport Management presentation

         I wanted to give a heartfelt thanks to everyone who attended my Sport Management talk on the inaugural day of the 1st International Virtual Congress of Physical Culture and Sport.  The Congress was hosted by the Meritorious Autonomous University of Aguascalientes.  Congratulations on a wonderful first Virtual Congress, and specially for the enthusiasm and ambition of the students and attendees.  It was my pleasure and honor to close your sport management speakers sessions. 
          The conference was a great success.  The Sport Management Session has been viewed over 2700 times on youtube last I checked.  The attendees represented Argentina, Bolivia, Brazil, Chile, Colombia, Ecuador, México, Perú, United States, and Venezuela. I am including the links to the inside A-State note of the event, the YouTube video session.  The session is only available in Spanish... for now. My presentation starts at about 2:24:00. 

      Sunday, June 21, 2020

      Athlete activism

          Athlete activism may come at a high cost for athletes that support controversial issues.  They face public scrutiny and possible financial backlash as they lose endorsement deals, contracts, their jobs, and even public humiliation.  Still, some athletes are risking it all and supporting Black Lives Matter in light of the recent social developments and injustices the Black community in America faces.  

          Recent research by Schmidt et al. (2018) studied the effect of the type and effort exerted by the athlete in their activism on an endorsed product's brand image and purchase intention.  They surveyed 305 people. Most of them were men and most of them were White.

          They found brand image and purchase intentions were not impacted by athletes activist effort. Namely, it made no difference if the athletes just posted on social media occasionally or were as invested as creating local chapters for the organization they support. Brand image and product purchase intentions remained intact.  On the other hand, more controversial issues, what they called risky activism (i.e. social equality), impacted brand image and purchase intentions differently than safe activism, such as childhood obesity (Schmidt et al., 2018).  
          However, even though there were statistically significant differences between safe and risky activism, the brand image perceptions and purchase intentions under risky activism conditions were still positive, and possibly better than not having an endorser.  This is important for marketing departments to keep in mind. As for athletes, how much effort they put into their activism did not make a difference, what makes mattered was controversial causes, such as racial equity (Schmidt et al., 2018). 
          So, athletes currently trying to support Black Lives Matter with the occasional twitter post will have similar effects on endorsed brands than athletes leading protests, opening local chapters, and making physical displays of support.  More importantly, those out in the streets may send a stronger message to their fan base and the movement as a whole, making the best use of their influence and platform to advance social reform (Matt 25:28). 

          The authors pose important questions in their discussion.  First, what is the impact that organizations' goodwill has on their brand image perceptions and purchase intentions? They present the NBA and Adidas not penalizing players wearing "I can't breathe" shirts during warm ups instead of their official Adidas issued warm up gear.  This is a wonderful Sport Marketing research question to address.  They also present the question of society's views and behaviors towards athletes using their platform for political protests.  This is a great Sport Sociology research question (Schmidt et al., 2018). 

          I challenge you to think above and beyond what they have proposed and come up with your own questions.  For example, from a Sports Communications perspective,  we could research the ways athletes are using their influence for political protests on and off the field, and what types of causes athletes are most vocal about.  Now, a high order thinking question for my students.  Do you see a practical scenario where a good endorsement fit and a great marketing team can leverage an endorsement deal into a win-win-win? This win-win-win scenario will be one where the social movement is advanced, the athlete gains contracts and visibility, and the brand image and purchase intention increase. Leave your research or scenarios ideas in the comments. 


      Schmidt, S. H., Shreffler, M. B., Hambrick, M. E., & Gordon, B. S. (2018). An experimental examination of activist type and effort on brand image and purchase intentions. Sport Marketing Quarterly, 27(1), 31-43.

      Tuesday, June 16, 2020

      Sexual Harassment of Gender and Sexual Minority Athletes

          Sexual harassment can present in many forms.  Sometimes it constitutes intentional actions, some ties they are unintentional. It can also be verbal, not-verbal, or physical. A recent study explore the consequences of verbal and non-verbal gender-harassment by coaches in Finland.  The author specifically studies psychological ill-being amongst gender and sexual minority sport participants.  Additionally, the author analyzed differences in harassment according to sex and sexual orientation. 

          It is important to distinguish a couple of key concepts to appropriately contextualize this research.   First, sex is defined as physiological structures and processes, such as chromosomal configurations, hormonal disposition, internal and external reproductive organs, etc.  On the other hand, gender is defined as a non-binary social construction, and gender identity is the degree to which a person considers themselves male, female, or androgynous.  In this context, gender and sexual minorities are those individuals whose gender identity, expression, or reproductive development differs from the norm. 

          Also important to recognize is the difference between verbal and non-verbal sexual harassment. Verbal sexual harassment includes comments such as derogatory sexual remarks, sexual jokes, requests for intercourse, rumor spreading, or other statements undermining performance or self-respect.  Non-verbal sexual harassment includes sexually suggestive facial or body signals, such as leering, winking, howling, or kissing sounds. 

          The results indicate both non-verbal and verbal harassment affect gender and sexual minority males ill-being indicators disproportionately.  In a nutshell, the more frequent the harassment, the more stress, psychosomatic symptoms, and depressive symptoms.  This was not the case for women, possibly because the heteronormativity of male sports promotes a heterosexual masculine culture.  This same culture may be more tolerant of lesbian athletes. 

          This article has important implications for coaches education.  Additionally, for opening spaces where coaches can safely and educationally discuss and explore their values, prejudices and fears about gender and sexuality. The authors also suggest proper training may include role playing, communication skills, recognizing harassment behaviors, and intervention strategies.  Author also mentions it is important to train coaches to encourage athletes to disclose their sexual orientation and harassment incidents.  I would just caution that this has to be done in a way that does not become a harassing event on its own.  Finally, there are implications for policy and sport psychologists also discussed. 

      * * * * * * * * * * * * * * *
      Kokkonen, M. (2019). Associations between sexual and gender-based harassment by a coach and psychological ill-being amongst gender and sexual minority sport participants in Finland. Journal of Clinical Sport Psychology, 13(2), 259-273.

      Saturday, June 13, 2020

      Comps success strategies

          Comprehensive exams, or comps, as we lovingly refer to them, have a way to make some students feel anxious and inadequate.  I keep getting frantic phone calls as comps gets near. The questions go something like this: What are professors looking for? What are the expectations from our answers? What should we expect? As with every one of my posts, this does not apply across the board.  Other professors and other programs have different expectations, but here are a few things you can do to make sure you have done your absolute best when you show up on comps day. 

      1) Check your policies
          First and foremost you need to know what comps are and if they are required for your degree. Here is a hint for M. S, Sport Administration students, unless you are doing a thesis, comps are required.  The graduate bulletin will give you general guidelines, but each program will have specific requirements. 
          After checking your undergraduate bulletin, get in touch with your program coordinator and/or advisor about the procedure to sign up or register for comps.  Some require up to 2-3 months notice to allow you to register, so plan ahead and follow their steps thoroughly to ensure registration.  Ask nicely for written documentation of your registration in case you require proof or clarification at a later time.  One of the issues I have seen students face over the years is being unaware all together that they had to take comps to complete their degrees, trying to register too late, or missing them all together on the semester they plan to graduate because they were unaware of the protocol. 

      2) Read your study guide thoroughly 
          It does not hurt to ask for a study guide. Some professors may provide one, some may not, but you can always ask.  The earlier you do this in anticipation of your exam, the better.  Think a month or two in advance, not years, as questions are likely to change between semesters.  Here is a study guide I have given out in the past.  Still reach out before comps as this may not be the my most updated copy, but it will give you an idea of what my study guides look like. 
          Once you have obtained a study guide from a professor, read it thoroughly.  You may have to read it more than once for it to truly sink in.  At this stage you are not studying yet (because you still have a couple of months before comps, remember?). You are just making sure you understand what the guide says.  This is your roadmap to answering those common questions I mentioned earlier by yourself.  It tells you what is expected of you, and exactly what the professor is looking for.  Take the time between the first time you read your study guide and subsequent readings to reflect about your courses content and how you may answer questions. 
          I really mean read it thoroughly.  One of the most common mistakes I see students making time and time again is answering the question incompletely.  This happens when you do not read the study guide thoroughly.  Many times, we present you with a question that has multiple layers, and you must answer all of them thoroughly and accurately.  What happens sometimes is a student will start answering a question, get half the way through, and move on to the next question because they do not thoroughly read the question. 

      3) Ask clarifying questions
          While you are thoroughly reading your study guide the first time make notes on questions, or sections of questions, you do not entirely understand.  These may become clearer on subsequent readings of your study guide, or as you are reflecting on your course content.  They may even become clearer as you let the questions and possible ways to answer them marinate in your head a few days.  If they do not, shoot your professor an email or give them a call and ask them those specific clarifying questions.  The more specific the question the more help and direction you are likely to get. The broader the question the more likely you will be redirected to the study guide.   In my many years as teachers I have seen a couple of students answer the wrong question.  This could be avoided completely if you ask clarifying questions at the appropriate time. 

      4) Join a study group
          A lot of my students have found success joining a study group for support, clarification, and accountability.  Some of them meet in person if they are able, and some of them meet online using WhatsApp, Facebook messenger, zoom or google hangouts.  I have even joined some of them when they have those clarifying questions I just wrote about.  I join professor groups myself when I have big, intimidating projects that need support, bouncing ideas off, and accountability. I highly recommend them.  
          This is not a substitute for picking up your notes and making time to study by yourself, I am recommending it as a supplement.  However, it can help you stay motivated and engaged.  It can also be helpful if you are missing some notes, need quick clarification, or need to commiserate about how your professors are trying to make your life miserable even when you are done with all your courses ;P 

      5) Relax
          I cannot overstate this.  If you have done all the steps above, there really is not much more you can do.  Stressing about it the day of the exam or the days or weeks leading up to it is not going to work in your favor.  Find a healthy way to relax that works for you.  Some people like yoga, meditation, or nature walks.  I personally like CrossFit.  I do not endorse nor support the racist and inappropriate statements and behavior made by their founder and CEO lately, but throwing heavy weights around and screaming to loud music during workouts works like magic at reducing my anxiety.  Go ahead quiet lifters, roll your eyes. 

          I hope this post stripped away some layers of anxiety for you.  I will be expecting your specific questions when you are preparing for your own comps if you are in my program.  If you have any other useful suggestions I would love if you add them to the comments below.  Good luck. Go get'em!


      Friday, June 12, 2020

      Internship weekly reports

          Hello interns! I am so excited that you have made it all the way to your M. S. Sport Administration internship.  Here is where the rubber meats the road and you put all the content you have been learning about for the past one to two years into practice.  It can be very rewarding... and very frustrating, so I have made this post to try to help you navigate one of your internship class requirements: The weekly report.  

          This is how I like my weekly reports formatted and how much detail I like on them.  This may not apply to other professors in our program.  Always check with your instructor and make sure you read your feedback and make adjustments as required before turning in your next assignment so your grades take an upward trajectory as the course goes on.  
          The basic elements are: 1) Your name, 2) the name of the organization or department where you are interning and the name of the internship supervisor, 3)  the dates for that week, 4) The number of hours you worked that week, 5) the total cumulative internship hours.  Some students find this tricky. This just means to add up your internship hours from week 1 to date.  Let's say this is week 3 of your internship, and you have worked 10 hours each week. You will report 10 hours for #4, which is the number of hours worked for the week, and 30 hours for #5, which is the number of hours total (10 in week 1 + 10 in week 2 + 10 in week 3 = 30 hours total).

          On to the meat and potatoes of the form. In #6 you give me a description of your responsibilities and activities during the week. I want you to be thorough. I know the form says brief, but it is a misnomer.  the more detailed you are the better.  It should include a) your perspectives of the activities, b) lessons learned during the week, c) describe how this weeks activities contribute to your internship objectives, and d) describe how this weeks activities contribute to your career goals.  Here is a good example from a student who previously got full credit.  What questions do you have? Please post them below so students coming after you can see the answers. 

      Good luck everyone!