Thesis advisor: Alan Rogers / The National Collegiate Athletic Association (NCAA) has a long history of interacting with the United States government, including Congress and the courts. Its relationship with each has helped shaped the present state of the association. This thesis attempts to expose the laissez-fair attitude that the government has taken with the NCAA and the effects of this attitude. It will cover a spectrum of problems that have troubled the NCAA since the 1960s, including conflict with the Amateur Athletic Union (AAU), disciplinary procedure, education for student-athletes, title IX enforcement, diversity in college sports, a college football playoff, and various other complaints regarding intercollegiate athletics. Each of these issues appeared before Congress and the court system on many occasions and the usual approach taken was trust toward the NCAA. This trust has led to a lack of change or reform on the part of the NCAA. / Thesis (BS) — Boston College, 2015. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: Departmental Honors. / Discipline: History.

The purpose of this study was to determine if differences exist among NCAA divisions I, II and III as well as between Athletic Directors and Primary Women Administrators with regard to the perceived competencies and preparatory coursework required of athletic administrators. A mail survey utilizing a six point forced choice Likert rating scale was constructed from a review of the literature and modifications of the survey instrument "Athletic Club Managers Survey" developed by Lambrecht (1986). The questionnaire contained 46 competency statements and 30 course content area statements as well as a set of demographic questions. The 1987-88 NCAA Directory listed 466 institutions which employed both an Athletic Director and a Primary Woman Administrator. Two hundred five of these institutions were systematically randomly selected and received two questionnaires, one for the Athletic Director and one for the Primary Woman Administrator. Three hundred and forty-nine questionnaires were returned yielding an 85% response rate. It was hypothesized that there were no significant differences between the responses of athletic administrators from the three divisions of the NCAA with regard to the competency and course content area statements. The analysis of variance technique was used to analyze the data. Where differences existed the Newman-Keuls test was employed to determine the location. The null hypothesis was rejected for 20 competency items and 17 course content area items. Athletic Directors and Primary Women Administrators were also studied. Fifteen competency items and 14 course content area items were rejected in this comparison. The top six ranked competency items were: 1. Enforce NCAA Rules, 2. Human Relations, 3. Staff Communications, 4. Decision Making Process, 5. Budget Preparation and Control, and 6. Interpret NCAA Rules. These top six ranked competency items were the same in each division, although the order of importance varied. Competency items were rated higher than course content area items. Of the top 16 items with means above 5.0, only three items were course content area items. Public Relations, Speech and Writing were the top three ranked courses. Results of this study indicate that there is limited significant difference among the three NCAA Divisions or between Athletic Directors and Primary Women Administrators in their perception of competencies and coursework necessary for athletic administrators. / Graduation date: 1990

The purpose of the study was to investigate the extent to which a relationship existed between the set of predictor variables including age, sex of the athletic director, years of experience as athletic director at the institution and the highest terminal degree held and the male and female head coaches' perceptions of the role of athletic director. The role of athletic director was defined in terms of the dimensions of Initiating Structure and Consideration as determined by the Leader Behavior Description Questionnaire - Form XII (LBDQ).Hypotheses were developed to determine if relationships existed between: (1) the set of predictor variables and the dimensions of Initiating Structure and Consideration as perceived by female head coaches; and (2) the set of predictor variables and the dimensions of Initiating Structure and Consideration as perceived by male head coaches. Hypotheses were also developed to determine the significance of increase which the addition of the sex designation of the athletic director has on the dimensions of Initiating Structure and Consideration as perceived by male and female head coaches,The population of the study consisted of athletic directors and 101 male and female head coaches from 34 women athletic departments from selected midwestern states. The universities selected were from those listed in the 1979-80 AIAW National Directory as having an enrollment of 1000 or more students.Athletic director data were obtained through the use of the Athletic Director Information Sheet (ADIS) which provided a list of male and female head coaches and demographic data. Head coaches completed the LBDQ. Scores for the dimensions of Initiating Structure and Consideration as determined by the male and female head coaches' responses to the LBDQ and demographic data as determined by ADIS responses were analyzed by multiple regression analysis to determine whether or not relationships significant at the .05 level existed between the set of predictor variables of the athletic director and the Initiating Structure and Consideration scores from the male and female head coaches.Findings1. The set of predictor variables including age, years of experience as athletic director at the institution, terminal degree held, and sex designation of the athletic director were found to be significantly related to the scores of female head coaches on the Initiating Structure dimension.2. There was no significant relationship between the set of predictor scores and the scores of the female head coaches on the Consideration dimension.3. No significant relationship existed between the set of predictor variables and the scores from the male head coaches on either the Initiating Structure or the Consideration dimension.4. The addition of the sex designation of the athletic direction provided no significant increase in the proportion of explained variance in predicting either male or female head coaches' perceptions on the Initiating Structure and Consideration dimensions from the set of predictor variables.Conclusions1. Female head coaches perceived athletic directors as exhibiting more of the characteristics of Initiating Structure which are associated with the formal or structural aspects of the organization.2. The age, sex, number of years as athletic director at the institution and the degree held did not produce a significant relationship when associated with the Initiating Structure and Consideration dimensions as perceived by the male head coaches.3. The sex of the athletic director did not significantly affect the relationship that existed between the athletic director and the male and female head coaches. 4. The Leader Behavior Description Questionnaire - Form XII provides one method of examining head coaches' perceptions of leader behavior of athletic directors on the dimensions of initiating Structure and Consideration.

Thesis (M. Sc.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 74-88).

Thesis (Ed.D.)--East Carolina University, 2008. / Presented to the faculty of the Department of Educational Leadership. Advisor: Cheryl C. McFadden. Title from PDF t.p. (viewed May 26, 2010). Includes bibliographical references.

Thesis (M.A.)--Ohio State University, 1956. / Includes bibliographical references (leaves 84-85).

Thesis (M.A.)--Ohio State University, 1956. / Text made available in compliance with Section 108 of the Copyright Revision Act of 1976. Includes bibliographical references (leaves 84-85). Online version of print reproduction.

No description available.

This thesis has analyzed the roles of meet personnel responsible for the conduct of a collegiate style wrestling tournament. The personnel considered were the meet director, matchmaker, announcer, head scorer, assistant to the head scorer, individual statistics recorder, timekeeper, assistant timekeeper, match scorer, assistant match scorer, referee, head referee, and judge.The data were gathered through library research and collated into job descriptions. An analysis of the official rules of collegiate wrestling provided the edited rules section for each of the meet personnel.The findings of the study were presented in handbook form with each section providing a separate job description. The job descriptions were further organized into six areas of personnel function. The qualifications, location, assistants, equipment, duties, and governing rules of each official were reported.

The purpose of the study was to determine the relationship between selected individual factors and student opinions regarding the funding of intercollegiate athletics at Winona State College. In the study, consideration was given to whether or not:1. The personal factors (sex, age, marital status and military status) are related to the student opinions regarding the funding of intercollegiate athletics at Winona State College.2. The academic factors (student classification, cumulative grade point average, major area of concentration in school, method of financing education and employment while attending college) are related to the student opinions regarding the funding of intercollegiate athletics at Winona State College.3. The socio-economic factors (size of high school graduating class, participation in varsity athletics, father's occupation, and hometown population) are related to the student opinions regarding the funding of intercollegiate athletics at Winona State College. The major source for obtaining data was the "Administrator's Survey Instrument" which was in the form of a questionnaire administered to 500 full-time undergraduate students at Winona State College. The first section was concerned with the selected factors regarding each respondent and was designed to obtain information relative to the subject's personal, academic and socioeconomic background. The second section was designed to obtain data regarding student philosophy and opinions toward intercollegiate athletics and their source of funding at Winona State College.The chi-square test of independence was used to statistically examine the four hypotheses of the study to determine the statistically significant relationships between selected individual factors and student opinions regarding the funding of intercollegiate athletics at Winona State College.One primary and three subordinate null hypothesesPrimary HypothesisThere are no significant relationships between selected individual factors and student opinions regarding the funding of intercollegiate athletics at Winona State College.Subordinate Hypothesis AThere are no significant relationships between selected personal factors and student opinions regarding the funding of intercollegiate athletics at Winona State College.Subordinate Hypothesis BThere are no significant relationships between selected academic factors and student opinions regarding the funding of intercollegiate athletics at Winona State College.Subordinate Hypothesis CThere are no significant relationships between selected socio-economic factors and student opinions regarding the funding of intercollegiate athletics at Winona State College.Analysis of the data revealed that the three subordinate hypotheses could be rejected at the .05 level. In other words, there appears to be a relationship between selected personal, academic and socio-economic characteristics of the students and the opinions these students expressed about the funding of intercollegiate athletics at Winona State College. Twenty percent (20%) reached statistical significance in Subordinate Hypothesis A, nineteen percent (19%) reached statistical significance in Subordinate Hypothesis B, and eleven percent (11%) reached statistical significance in Subordinate Hypothesis C. Sixteen percent (16%) reached statistical significance in the Primary Hypothesis. On this basis, the Primary Hypothesis was rejected and it was concluded that there were statistically significant relationships between selected individual factors and student opinions regarding the funding of intercollegiate athletics at Winona State College.Results obtained from the study indicate the following recommendations relative to funding intercollegiate athletics at Winona State College: (1) continue support ofthe intercollegiate athletic program through the primary source of student fees, (2) continue aid to athletes based on need and for a four year period, (3) continue funding of intercollegiate athletics through student organizations, (4) recommend no increase of monies for additional recruiting of outstanding athletes, (5) recommend no increase of varsity athletic program, (6) provide additional money for national tournament participation, (7) continue to stabilize current team expenses for food, lodging and travel, (8) continue the conventional mode of travel (bus and car) and do not increase monies for air travel except when circumstances demand, (9) when curtailment of a sport is necessary within the athletic program, consider the elimination of the sports in the following order: golf, cross country, hockey, tennis, football, track, wrestling, swimming, baseball and basketball, (10) when teams qualify for national competition, continue to fund them for participation nationally, (11) coaches salaries not to be funded from student fees, (12) permit students to have an option relative to purchasing the student activity ticket for extra-curricular events, (13) when a reduction of the yearly allocation comes about, consider such actions as requiring student admission fees to each home athletic event, limit the size of traveling squads for all sports, eliminate spring football, reduce food and lodging allowances and reduce the travel distances for all teams.