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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.

Cycling economy (CE), power output at maximal oxygen uptake (_WV̇O₂max), and anaerobic function (ie, sprinting ability) are considered the best physiological performance indicators in elite road cyclists. In addition to cardiovascular function, these physiological indicators are partly dictated by neuromuscular factors. One technique to improve neuromuscular function in athletes is through strength training. The aim of this study was to investigate the effect of a 20-wk maximal- and explosive-strength-training intervention on strength (maximal strength, explosive strength, and bike-specific explosive strength), _WV̇O₂max, CE, and body composition (body mass, fat and lean mass) in cyclists. Fifteen competitive road cyclists were divided into an intervention group (endurance training and strength training: n = 6; age, 38.0 ± 10.2 y; weight, 69.1 ± 3.6 kg; height, 1.77 ± 0.04 m) and a control group (endurance training only: n = 9; age, 34.8 ± 8.5 y; weight, 72.5 ± 7.2 kg; height, 1.78 ± 0.05 m). The intervention group strength-trained for 20 wk. Each participant completed 3 assessments: physiology (CE, _WV̇O₂max, power at 2 and 4 mmol/L blood lactate), strength (isometric midthigh pull, squat-jump height, and 6-s bike-sprint peak power), and body composition (body mass, fat mass, overall leanness, and leg leanness). The results showed significant between- and within-group changes in the intervention group for maximal strength, bike-specific explosive strength, absolute _WV̇O₂max, body mass, overall leanness, and leg leanness at wk 20 (P < .05). The control group showed no significant within-group changes in measures of strength, physiology, or body composition. This study demonstrates that 20 wk of strength training can significantly improve maximal strength, bike-specific explosive strength, and absolute _WV̇O₂max in competitive road cyclists.

Maximum- and reactive-strength qualities both have important roles in athletic movements and sporting performance. Very little research has investigated the relationship between maximum strength and reactive strength. The aim of this study was to investigate the relationship between maximum-strength (isometric midthigh-pull peak force [IMTP PF]) and reactive-strength (drop-jump reactive-strength index [DJ-RSI]) variables at 0.3-m, 0.4-m, 0.5-m, and 0.6-m box heights. A secondary aim was to investigate the between- and within-group differences in reactive-strength characteristics between relatively stronger athletes (n = 11) and weaker athletes (n = 11). Forty-five college athletes across various sports were recruited to participate in the study (age, 23.7 ± 4.0 y; mass, 87.5 ± 16.1 kg; height, 1.80 ± 0.08 m). Pearson correlation results showed that there was a moderate association (r = .302–.431) between maximum-strength variables (absolute, relative, and allometric scaled PF) and RSI at 0.3, 0.4, 0.5 and 0.6 m (P ≤ .05). In addition, 2-tailed independent-samples t tests showed that the RSIs for relatively stronger athletes (49.59 ± 2.57 N/kg) were significantly larger than those of weaker athletes (33.06 ± 2.76 N/kg) at 0.4 m (Cohen d = 1.02), 0.5 m (d = 1.21), and 0.6 m (d = 1.39) (P ≤ .05). Weaker athletes also demonstrated significant decrements in RSI as eccentric stretch loads increased at 0.3-m through 0.6-m box heights, whereas stronger athletes were able to maintain their reactive-strength ability. This research highlights that in specific sporting scenarios, when there are high eccentric stretch loads and fast stretch-shortening-cycle demands, athletes’ reactive-strength ability may be dictated by their relative maximal strength, specifically eccentric strength.

This study monitored the physical activity behavior of adolescent students over a ten month school year. Physical activity was assessed at two month intervals using selfreport and objective (Actical accelerometers) measures. Self-report results (n = 547) indicated a decline in physical activity throughout the school year for all grades and genders. The decline was attributed largely to a decrease in organized activity participation. Objective physical activity results (n = 40) revealed a significant decline in activity in the latter half of the school year (February to June). Declining physical activity was attributed to a decrease in vigorous activity which was consistent across grade and gender. Collectively, the results highlight the importance of promoting consistent opportunities for adolescents to be active throughout the school year.

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.