The purpose of this study was to explore issues of ethics as they relate to corporate sponsorship within Division IA college athletics. The research was conducted as a case study of a private Division IA college athletic department. Data were collected through a series of semi-structured interviews with areas of inquiry including corporate sponsorships, allocation of funding, and related budgetary concerns. Twenty individuals were interviewed. These included coaches, athletic administrators, and marketing representatives. All interviews were taped, subsequently transcribed, and analyzed for content and themes. Quotes were examined in terms of content and grouped according to similarity of themes. A number of themes were identified and categorized in line with "ethical phenomena" as discussed in the literature. The results revealed eleven categories and subcategories. These included Gender Inequity, Financial Elitism, Corporate Sponsorship Ethics, Corporate Sponsorship Advancement, Coach's Roles, Winning is Everything, Budget Inequities, Marketing Responsibility, Organizational Concerns, Sponsorability and Fundraising Necessity. Similarities existed between the groups of respondents. Specifically, the coaches responded similarly to questions relating to gender inequity. Additionally, the athletic administrators differed in their views from the coaches in matters of funding and marketing. In conclusion, analysis suggests an inequality of financing between revenue producing sports and non-revenue producing sports. Conflicting views existed between administration and coaches in regards to the organizational structure of the athletic department. Corporate sponsorships were found to be an essential part of an athletic department for the present and future. Gender discrepancies appeared when marketing corporate sponsorships within an athletic department. Further discussion focuses on the need for corporate sponsorships.

A study was conducted on 74 school first- and second-team rugby players from four Pretoria high schools, to investigate whether start-up A-team players differ significantly from other (B-team start-up and reserve) players on emotional intelligence. It was further investigated whether emotional intelligence is a predictor of rugby performance if measured as being included into the study’s ‘best team’ or being a start-up A-team school rugby player. Various other physical, psychological, social and spiritual predictors were also investigated singularly and in combination with the emotional intelligence predictor to indicate performance. Data were gathered through a self-reporting questionnaire developed by the researcher. The main methods for analysing data used included the Mann-Whitney Test and the Logistic Regression analysis. The study found certain spiritual and social predictor aspects to be significantly related to performance in rugby but not emotional intelligence. Certain underlying emotional aspects where more significant to the study’s B-team players’ performance. / Spiritual aspects / M.A. (Psychology)

Much has been researched and written on the concept of intelligence in the last century and while much of it has been applied in educational settings and commercial organisations, little has been investigated and applied within a sports context. Early research in the 1970s identified sport intelligence as comprising primarily of reaction time and recall and it was only in 2002, some 30 years later, that it again appeared in the literature with sport intelligence being considered a psychological characteristic of Olympic champions. The research of Gould, Diffenbach and Moffet (2002) into sport intelligence hypothesised that sport intelligence included having “the ability to analyse, being innovative, being a student of the sport, making good decisions, understanding the nature of elite sport, and being a quick learner” (p. 5). Later research by Blue (2009) proposed a comprehensive model of sport intelligence as it applied to golf wherein he posited that sport intelligence – albeit in a golfing context – comprised a ‘competition’ and ‘developmental’ intelligence. Other than the thematic assessment of Gould et al. (2002) and the golf-specific study of Blue (2009) no literature, data or research was available internationally, on the African continent nor in South Africa. The researcher responded to the call for further research and decided to complete a qualitative, exploratory study in South Africa. The research commenced by covering what was available on sport intelligence literature and to build on it by reviewing and considering general intelligence theories. Both orthodox and unorthodox approaches were considered and the review suggested that sport intelligence would conceptually and theoretically consist of a number of dimensions and constructs including a series of cognitive processes like memory, reasoning, problem solving, decision making and other rational processes. The third source of literature was a review of sport psychology and it emphasised the importance and significance of emotional, motivational and other psychological factors in addition to the influences of personality. The literature review led to the researcher identifying 14 hypotheses which were explored with 15 credible sport participants, whereafter a thorough content analysis of the 14 hypotheses was performed. 13 of the 14 initial hypotheses were accepted with one included as a theme within another. The thematic assessment resulted in the identification and development of a systems model of sport intelligence comprising six components as follows:  A neurophysiological component;  A cognitive/rational component;  An emotional/affective component;  A team/group component;  A societal/ecological component; and  A metaphysical component. The investigation and analyses furthermore indicated that the components do not exist in isolation of one another and each dimension seems of equal significance. The data suggested a parallel process and dynamic interplay between these components and this led to a systemic perspective being adopted when synthesising the model into a logical and coherent framework. Each of the components were critically evaluated from a cognitive and systemic perspective. The systemic perspective proposed challenges the view that performance is not only an individual endeavour but also a systemic endeavour. / Psychology / D. Litt. et Phil. (Consulting Psychology)

Much has been researched and written on the concept of intelligence in the last century and while much of it has been applied in educational settings and commercial organisations, little has been investigated and applied within a sports context. Early research in the 1970s identified sport intelligence as comprising primarily of reaction time and recall and it was only in 2002, some 30 years later, that it again appeared in the literature with sport intelligence being considered a psychological characteristic of Olympic champions. The research of Gould, Diffenbach and Moffet (2002) into sport intelligence hypothesised that sport intelligence included having “the ability to analyse, being innovative, being a student of the sport, making good decisions, understanding the nature of elite sport, and being a quick learner” (p. 5). Later research by Blue (2009) proposed a comprehensive model of sport intelligence as it applied to golf wherein he posited that sport intelligence – albeit in a golfing context – comprised a ‘competition’ and ‘developmental’ intelligence. Other than the thematic assessment of Gould et al. (2002) and the golf-specific study of Blue (2009) no literature, data or research was available internationally, on the African continent nor in South Africa. The researcher responded to the call for further research and decided to complete a qualitative, exploratory study in South Africa. The research commenced by covering what was available on sport intelligence literature and to build on it by reviewing and considering general intelligence theories. Both orthodox and unorthodox approaches were considered and the review suggested that sport intelligence would conceptually and theoretically consist of a number of dimensions and constructs including a series of cognitive processes like memory, reasoning, problem solving, decision making and other rational processes. The third source of literature was a review of sport psychology and it emphasised the importance and significance of emotional, motivational and other psychological factors in addition to the influences of personality. The literature review led to the researcher identifying 14 hypotheses which were explored with 15 credible sport participants, whereafter a thorough content analysis of the 14 hypotheses was performed. 13 of the 14 initial hypotheses were accepted with one included as a theme within another. The thematic assessment resulted in the identification and development of a systems model of sport intelligence comprising six components as follows:  A neurophysiological component;  A cognitive/rational component;  An emotional/affective component;  A team/group component;  A societal/ecological component; and  A metaphysical component. The investigation and analyses furthermore indicated that the components do not exist in isolation of one another and each dimension seems of equal significance. The data suggested a parallel process and dynamic interplay between these components and this led to a systemic perspective being adopted when synthesising the model into a logical and coherent framework. Each of the components were critically evaluated from a cognitive and systemic perspective. The systemic perspective proposed challenges the view that performance is not only an individual endeavour but also a systemic endeavour. / Psychology / D. Litt. et Phil. (Consulting Psychology)

A study was conducted on 74 school first- and second-team rugby players from four Pretoria high schools, to investigate whether start-up A-team players differ significantly from other (B-team start-up and reserve) players on emotional intelligence. It was further investigated whether emotional intelligence is a predictor of rugby performance if measured as being included into the study’s ‘best team’ or being a start-up A-team school rugby player. Various other physical, psychological, social and spiritual predictors were also investigated singularly and in combination with the emotional intelligence predictor to indicate performance. Data were gathered through a self-reporting questionnaire developed by the researcher. The main methods for analysing data used included the Mann-Whitney Test and the Logistic Regression analysis. The study found certain spiritual and social predictor aspects to be significantly related to performance in rugby but not emotional intelligence. Certain underlying emotional aspects where more significant to the study’s B-team players’ performance. / Spiritual aspects / M.A. (Psychology)

Indiana University-Purdue University Indianapolis (IUPUI) / In 1964, Muncie Central High School got the “death penalty” at the hands of the Indiana High School Athletic Association’s (IHSAA) new commissioner, Phil N. Eskew, after post-game brawling at a boys basketball game led to a broader investigation of the entire program. In the closing moments of the game, a Muncie Central opponent was bloodied by an inbound pass to the face and fans erupted in violence, swarming the floor. The ensuing investigation revealed racial tensions, issues of sexual mores, political discord, and deep problems in the web of interrelationships that make up the phenomenon of Hoosier Hysteria. After a closed-door hearing and two days of deliberations, Eskew and the IHSAA Board of Control announced their decision, and the punishment prescribed made front page headlines across the state and beyond.