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Implementation and Evaluation of Mock Trial Within Undergraduate Sport Law Curriculum

Makena R. Lynch, Leeann M. Lower-Hoppe, Shea M. Brgoch, James O. Evans, Richard L. Bailey, Mark Beattie, Moetiz Samad, and Ashley Ryder

Mock trials serve as useful experiential learning tools for undergraduate kinesiology students. In the current study, Kolb’s experiential learning cycle was employed over the course of a semester through a comprehensive mock trial project that aimed to provide undergraduate students with an interactive learning experience as a means to achieve desired learning outcomes. The primary purpose of this study was to empirically evaluate the mock trial as a learning tool. The researchers conducted a total of 32 semistructured focus groups with 175 students. Overall, students expressed positive experiences and outcomes as a result of engaging in the mock trial project. Four distinct themes emerged from the data: learning mechanisms, learning outcomes, the student learning experience, and suggested improvements for future courses. Each of these themes is substantiated by excerpts from the comments of the students who participated in the focus groups and discussed in detail, as well as implications for instructors who wish to similarly implement mock trials into their classrooms.

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Breaking Down Barriers in Sport Management Internships Using the Universal Design for Learning

Michael A. Odio, Joshua R. Pate, and Thomas J. Aicher

Sitting at the intersection of the sport management workplace and educational setting, internships are both an important curricular component within undergraduate sport management programs and a common entry point for people beginning careers in sport. Drawing from the literature on diversity and inclusion pertaining to the sport industry, sport management education, and internships, we discuss existing pedagogical and systemic barriers to student learning and professional development within internships. In this paper, we demonstrate the utility of the Universal Design for Learning framework for addressing the pedagogical barriers and how it can help to improve sport management policies and practices.

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Updating Policy Within Youth Sport Organizations Through Problem-Based Learning

Daniel Wigfield

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Introduction to the Special Issue on Diversity and Inclusion in Sport Management Education

Jacqueline McDowell, Andrew C. Pickett, and Brenda G. Pitts

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The Coin Model of Privilege and Critical Allyship: Confronting Social Privilege Through Sport Management Education

Daniel L. Springer, Sarah Stokowski, and Wendi Zimmer

Sport management programs are disproportionately represented by students and faculty who possess multiple advantaged identities. This trend is indicative of the broader sport industry, which is troublesome given sports’ prominent role in conversations around racial injustice and inequity during the past century. It is incumbent on sport management educators to equip our students to recognize their role in and productively contribute to such conversations. Thus, this manuscript issues a call to action for sport management educators to utilize and build upon Nixon’s Coin Model of Privilege and Critical Allyship to understand, address, and normalize discourse around inequity, privilege, and oppression in their pedagogical approaches to education.

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Application of Social Work Theory in Sport Management Curriculum: Ecological Systems Theory

Amy E. Cox, Lauren Beasley, and Robin Hardin

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Eliminating Barriers to Youth Sport in Greenville, North Carolina

Emma O’Brien, Stacy M. Warner, and Melanie Sartore-Baldwin

This case study helps students better understand barriers to youth sport participation that low-income families face and then offer solutions to alleviate some barriers and create a more inclusive sport community. The case focuses on the struggle that many sport organizations face when trying to increase diversity and inclusiveness, regardless of socioeconomic status. Greenville Recreation and Parks Department Development Intern Sarah identifies issues with the department’s current financial assistance program and collects parents’ feedback detailing community needs that are not being met. This case provides an opportunity for students to (a) examine how sport organizations unintentionally create barriers for some community members and (b) find innovative ways to reduce barriers to youth sport participation and create more inclusive systems.

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The Marshall Plan: How Diversity and Inclusion Transformed the Dallas Mavericks’ Organizational Culture

Mark A. Beattie and Leeann M. Lower-Hoppe

How does a professional sport organization with a toxic organizational culture transform its workplace to one built around equity, diversity, and inclusion? This article addresses that question in a case study that explores the aftermath of the Dallas Mavericks’ sexual harassment scandal. The case allows students to analyze the crisis the Mavericks faced after a Sports Illustrated article exposed the organization’s corrosive workplace culture. Students will discuss the strategies Mavericks’ chief executive officer Cynthia Marshall deployed to transform the Mavericks’ workplace culture. Furthermore, students will consider how those strategies have broader utility in improving organizational diversity throughout the sport industry. A theoretical framework, a case narrative, and teaching notes are provided to support implementation of the case study in sport management curricula.

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Understanding Student Perceptions of Diversity and Inclusion

Jaime R. DeLuca, Michael Mudrick, Molly Hayes Sauder, and Elizabeth A. Taylor

Colleges and universities should serve as inclusive environments positioned to provide a strong education to all students. However, bias and discrimination mar the college atmosphere for many. Simultaneously, there is a paucity of research that examines student views of diversity and inclusion in both higher education and sport management. Employing mixed methods, this research examined the perceptions of diversity and inclusion among undergraduate students in sport management programs. Data demonstrate that student perceptions differ across measures of sex, race/ethnicity, upbringing, internship experiences, and transfer status. Findings suggest implications for embedding diversity and inclusion topics within sport management curricula to develop competencies crucial to students’ educational success and future in the sport industry.

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Sport Management Faculty Members’ Mentorship of Student-Athletes

Stacy M. Warner, Sarah Stokowski, Alison Fridley, and Kibaek Kim

When compared with other disciplines, sport management educators are more likely to encounter student-athletes in their classrooms. While faculty mentoring is a key to student success for all, better understanding of this mentoring dynamic between sport management faculty and student-athletes is important to advancing pedagogical knowledge within the discipline. And perhaps, even more importantly, it can aid in creating a pathway for faculty advocacy and dispelling stigmas related to student-athletes. Consequently, the Mentor Role Instrument was used to determine if faculty mentorship of student-athletes differs by function type (RQ1) and if this was impacted by gender or faculty appointment (RQ2). An online survey of 88 sport management educators indicated that a significant difference was found, F(8, 783) = 44.16; p < .001, among mentoring function type. Friendship and Acceptance were the most prevalent mentoring functions, while Protection was the least frequent. Results did not indicate that gender or faculty appointment impacted faculty mentorship styles toward student-athletes.