CONFERENCE TO DETERMINE 1% MOST ACCEPTABLE BASEBALL mm M Eu 1h: no” a! 5‘. A. Mica-MAN um mm“ Earnest Myer: 1.963 \\\ \\\\\ A SURVEY OF PLAYERS, COACHES, AND ATHLETIC DIRECTORS WITHIN THE WESTERN INTERCOLLEGIATE CONFERENCE TO DETERMINE THE MOST ACCEPTABLE BASEBALL PROGRAM By Earnest Myers AN ABSTRACT OF A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS Department of Health, Physical Education and Recreation ApprovedanA~€&€QL£othi£Z1<¢tét 1963 ABSTRACT Statement of Problem The objective of this study was to determine the most favorable baseball program for the Big Ten Conference. The procedure for accomplishing this was to collect, analyze, and interpret data from the following three areas: (1) procuring agreement among the athletic directors and coaches as to the most favorable baseball program for the Big Ten Conference, (2) determining what effect this program would have on the college game of baseball, (3) determining whether the players would accept or reject the program, and how they would adjust financially to the situation. The end result was to synthesiu3this information into the most feasible baseball program for all concerned. Methodology Information was first secured through a questionnaire followed by a personal interview of the athletic directors and coaches. This provided the basis for constructing what appeared to be the most widely accepted baseball program for the Big Ten Conference. The next step was to see how the players would react to the proposed change. This was accomplished through the use of the questionnaire technique. Earnest Myers Results Subject to the limitations of the study one can conclude that: An extended program is the preferred choice of the Athletic Directors, Coaches, and Players of the Big Ten Conference. Following is a list of what this program might entail: (1) Conference games would be played on a Friday and Saturday in a series of three games. (2) The season would have approximately UO-hZ games consisting of 27 conference games, and 13-15 non-conference games. (3) The extended season would be eleven weeks long, but approximately two of these weeks would be allowed for final examinations in June. It would commence in mid-May and terminate in early August. (h) Spring trips would be unnecessary and drOpped. (5) Night baseball would be introduced at three schools and played on Friday nights. (6) Freshmen who enter in the fall would be allowed to compete in the two or three weeks prior to obtaining sephomore standings. (7) Players would be assisted in obtaining employment. (8) Fans would be charged a nominal fee. (9) Professional baseball organizations would be allowed to contribute to help meet the expenses incurred by the colleges in promoting an extended program. Earnest Myers Recommendations (1) It is recommended that a more thorough investi- gation be undertaken concerning this problem. This study should attempt to answer the problems of: freshmen eligibi- lity; whether appropriate course work is provided at each of the schools during the summer session; whether tenders should be broken down into fractional parts; what role professional baseball organizations should be allowed to play, and the role they will play; whether athletes should be assisted in finding employment; and.scheduling from all its varied aspects. (2) It is recommended that as few changes as possible be made in inaugurating a new program. (3) It is recommended that a trial program be tried initially among the schools willing to participate. A SURVEY OF PLAYERS, COACHES, AND ATHLETIC DIRECTORS WITHIN THE WESTERN INTERCOLLEGIATE CONFERENCE TO DETERMINE THE MOST ACCEPTABLE BASEBALL PROGRAM By Earnest Myers A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS Department of Health, Physical Education and Recreation 1963 ACKNOWLEDGEMENTS The author would like to express his appreciation to Dr. Randolph V. Webster for his interest, advice, and criticisms during the preparation of this study. Sincere thanks are due to Mr. John Kobs, Mr. Frank Pellerin, and Mr. Biggie Munn for their suggestions in constructing the questionnaire. Appreciation is also extended to Mr. Marty Karrow, Mr. Art Mansfield, and Mr. Robert H. Lewis for their insight into the problem, and to all the players, coaches, and athletic directors who gave so generously of their time. A warm thank you to my wife for her help in correcting the manuscript, and to Mrs. Jackie Gebhart for her typing of the manuscript. ii DEDICATION This thesis is dedicated to my wife, Patricia, whose sincere understanding and constant encouragement has made graduate school a reality. TABLE OF CONTENTS ACKNOWLEDGEMENTS. . . . . . . LIST OF TABLES. . . . . . . . LIST OF ILLUSTRATIONS. . . . LIST'OF APPENDIXES . . . . . Chapter I. STATEMENT OF THE PROBLEM. Introduction to the Study. Purpose of Study . Negd for StUd-Ye 0 Limitations of Study . Definition of Terms. II. METHODOLOGY . . . . . . Selection of Technique Preparation for Interview. Gathering Data from Athletic Directors and Coaches. Preparation of Player Questionnaire. Method of Sampling. Gathering Data from Players. Analysis of Data. . III. Introduction . . . Limitations of Data. . Discussion of Data INTERPRETATION AND SUMMARY OF DATA Information Needed in Desired Program . Effects of an Extended Program on College Game of Baseball. Identifying the Desired Program . IV. SUMMARY, CONCLUSIONS, AND Summary...... Conclusions . . . . Recommendations 3 . APPENDIX 0 O O O O C O O O O 0 iii 0 Setting RECOMMENDATIONS. . Page ii iv vi vii \oxoooooxz UtUt U! UUNHH H 10 LIST OF TABLES Table Page 1. Schedule of Dates Made Available and Dates Arranged with Athletic Directors and Coaches of the Big Ten Schools for Interviewing............... 7 2. Number of Athletic Directors and Coaches Completing Questionnaires, or Completing Questionnaires and Interviewed . . . . . . 12 3. Number of Sophomore and Junior Players Listed on Big Ten Rosters, Number Returning Questionnaires, and Percent of Total Returning Questionnaires . . . . 13 h. Number of Athletic Directors and Coaches and Percentage of Players Supporting the Two Types of Series. . . . . . . . . . 15 5. Number of Conference Games Suggested by the Athletic Directors and Coaches. . . . l7 6. Type of Season Preferred by Coaches and Athletic DITOCtorS e e e e e e e e e e e e 20 7. Percentage of Players Preferring the Various Types of Seasons . . . . . . . . . 21 8. Number of Non-Conference Games Preferred by Athletic Directors and Coaches. . . . . 23 9. Opinion of Athletic Directors and Coaches on How Readily Night Games Could be Introduced into Their System . . . . . . . 25 10. Years of Competition Allowed to Athletes as Suggested by Athletic Directors andCoaches............... 28 11. School Program, Maximum Number of Summer Credits, and Opinion of Athletic Directors and Coaches as to Whether Their School Provides Adequate Course werk During Summer Session. . . . . . . . 30 iv LIST OF TABLES CONTINUED Table 12. 13. 1h. 15. 16. 17. l8. 19. 20. 21. Page Percentage of Players Who would Use the Listed Means to Finance Their Schooling. . . 32 Suggestions of How Assistance Would be Given to Those Athletes Needing Financial Support and Participating in an EXtended Program e e e e e e e e e e e 33 Would More Players Refrain from Signing Until Graduation if an Extended Program "aroused-eeeeeeeeeeeeeeeeee 36 Would you Refrain from Signing Until Graduation if an Extended Program WOrOUSOdeeeeeeeeeeeeeeeeeO 37 Does the College Baseball Player Play Enough (Frequently and with a Sufficient Number of Games) to Reach his Top Level of Performance and Development Each Year. . . 37 Should the Professionals be Allowed to Contribute in Any Way to Meet the Expenses Incurred by the Colleges in Promoting an Extended Program . . . . . . . . #3 Would Gate Receipts, in Addition to Money Saved by Discontinuing Spring Training Trips, Cover the Increased Cost of an ExtendedProgram.............. 141} Would You Approve of an Extended Program. . . . ”6 Would an Extended Program Hinder or Benefit the College Game of Baseball . . . . #6 Would you Approve of a Split Season Baseball..................- 1‘8 Figure 1. LIST OF ILLUSTRATION Final Examination Dates of the Big Ten SCh001Se e e e e e e e e e e e e e vi Page 19 LIST OF APPENDIXES Appendix Page A. Questionnaire for Coaches and Athletic DiTOCtOrS e e e e e e e e e e e e e e e e e 52 B. Questionnaire for Players. . . . . . . . . . . 63 vii CHAPTER I STATEMENT OF THE PROBLEM Introduction £2 the Study Expected changes in our college pattern of education to accommodate its growing population has prompted me to consider the related effects of this growth on college baseball. This increase in enrollment of college age students, which many predict will double between 1960 and 1970, may eventually compel all major colleges to schedule yearly sessions, therefore making it necessary to adjust the college baseball program to the new situation. Such likely changes have stimulated my interest in eXploring the possi- bilities for college baseball not only for future needs, but for possible improvement within its present state. This thesis, then, mindful of expected changes, was involved in determining, through a survey of players, coaches, and athletic directors within the Western Intercollegiate Conference, the most acceptable college baseball program. mum The objective of this study was to arrive at the most acceptable baseball program for all concerned. The study was concerned with data from the following three categories: (1) procuring agreement among the athletic directors and 2 coaches as to the most favorable baseball program for the Big Ten Conference, (2) determining what effect this program would have on the college game of baseball, (3) determining whether the players would accept or reject the program, and how they would adjust financially to the situation. Need for the Study The college game of baseball is presently faced with many problems. Such difficulties include a season hindered by weather, an insufficient number of games, a loss of out- standing players to the professionals, a lack of spectator interest and attendance, and an inability to finance itself. It appears that many of these problems would be alleviated and baseball, itself, improved through use of a program which would include the summer months. It has also been suggested that a need exists at vari- ous universities during the summer for more leisure time activities. A baseball program during the summer months would present itself as a leisure time activity on a specta- tor basis. In relation to this, one might expect an increase in game attendance, thus helping to solve this problem. In conclusion, the likelihood of colleges going on a year around basis makes it essential that each department of the education system study the effects such a change would have upon its own specific area. Many problems which the Big Ton Conference would need to consider in readjusting the b‘fi0b‘11 Program, if and when such an extension results, will be discussed in this study. Limitations 3; Study (1) This study was confined to the twenty baseball coaches and athletic directors, and two—hundred-sixty-six sephomores and juniors listed on varsity baseball squads in the Big Ten Conference. A more exact account of the prob- lems would have included the views of representatives from professional baseball and from the schools' faculty members. (2) This study was subjected to the degree of validity and reliability which accompanies the use of the interview and questionnaire technique. (3) This study was biased since a hypothetical case of an extended program was used. Definition 3; Iggmg Regular Program: The present baseball season. Summer Proggam: A season played entirely during the summer session. Split Season: This refers to both the regular and summer programs, but as separate seasons. Extended Program: A season beginning late in the spring and continuing through the summer session. Baseball Program: This refers to one or more of the various programs. A School Program: This refers to whether the school is on a term, semester, or tri-mester basis. College 2222.23 Baseball: This refers not only to the game itself, but factors closely related to the game, such as equipment, attendance, players, coaches, athletic directors. revenue, calibre of play, and tenders. 1., Big Ton: This is used to mean the Western Inter- collegiate Conference. CHAPTER II METHODOLOGY §31ecticn‘2£ Technigue The study was concerned with determining the feasibi- lity of adapting Big Ten Baseball to the summer months. A lack of related literature and an absence of college leagues operating during the summer placed a restriction on the choice of technique. The most practical method for securing the type of information sought was through the use of two types of surveys. The two types used were: a personal inter- view of those persons who best understood the problems, coaches and athletic directors; and a questionnaire of the players. The complexity of the problem, the necessity for its correct interpretation, and a need for the understanding of other schools' problems, made the personal interview type of survey essential. The relatively small number of coaches and athletic directors involved made such an idea practical. The large number of players involved and the type of information sought made the questionnaire type of survey adequate for this group. Prqparation for Interview In preparing for the personal interview the general aspects of the problem were first determined. These were 5 6 concerned with: (1) obtaining information needed in setting up the desired baseball program, (2) determining what effect such a program would have on the college game of base- ball, (3) identifying the program which schools presently favor. In order to make the interview more meaningful and less time consuming, a questionnaire based upon the above mentioned areas, and a hypothetical case of an extended program were drawn up. The reason for using an extended program was because many coaches had indicated a preference toward it, and because it contained most of the problems that would be found in the other types of programs. These forms were presented to four members of the staff at Michigan State University (consisting of a faculty member, two baseball coaches, and athletic director) for improvement. The material was then revised and resubmitted for final evalua- tion. Upon completion it was sent, with a letter requesting a personal interview, to the twenty athletic directors and baseball coaches in the Big Ten Conference. They were asked that the questionnaire be completed and returned prior to the interview. Included in the packed of materials was a self-addressed post card listing those dates which were open for interviews. These dates were assigned to the various schools in order to facilitate the gathering of materials. The coaches and athletic directors were asked to select two convenient dates from the selected period, when both school members could meet. If no given dates were acceptable, the individual could list 7 optional dates. Upon receiving the post cards, a schedule was drawn up and the appointments with each member confirmed. A listing of groups, dates made available, and scheduling is found in Table 1. TABLE l.--Schedu1e of dates made available and dates arranged with Athletic Directors and Coaches of the Big Ten Schools for interviewing ====: A2============================================== Dates Made Available Schools Dates Arranged IObe 6 \- Feb. 19 Iowa NO ‘pponlthnt could be arranged due to illness of coach Minnesota Mon. Feb. 11 Uisconsin Tues. Feb. 12 Northwestern Wed. Feb. 13 FObe 20 "' FObe 23 111111018 ThurSe ICbe 21 Indiana Fri. Feb. 22 Purdue Fri. Feb. 22 (cancelled) Ohio Sat. Feb. 23 April 9 - 10 Purdue No appointment could be arranged Feb. 23 Michigan No appointment March 2 “ could be arranged March 9 " " April 10 - 13 " " Gathering Data from Athletic Directors and Coaches The questionnaires were returned and were closely analysed for emissions and contradictions. The answers were recorded on a master copy and questions of importance were prepared for the interview. The procedure for conducting the 8 interview followed the outline of the questionnaire and included additional questions which had been drawn up. This made it possible to correct and tabulate data during and immediately after the interview, insuring a greater accuracy in reporting the results. Preparation 25 Player Questionnaire The personal interviews provided the basis for construc- ting what appeared to be the most widely accepted baseball program for the Big Ten Conference. After drawing up this program the next step was to see how the players would accept and adjust to the change. Because of the large number to be contacted, the most practical method for accomplishing this was through the use of the questionnaire technique. In constructing the player questionnaire, pertinent data was collected from two areas: (1) Acceptance or rejection of the indicated program and, (2) Means of adjust- ment. To gain as much objectivity as possible, and to facilitate tabulation, organization, and interpretation, the questionnaire was constructed in a check list form. The questionnaire was presented to ten sophomore and junior members of the Michigan State University baseball team for completion and suggestions for improvements. It was then revised, and made ready for full scale distribution. Method 25 Sampling The population from which the data was drawn consisted of 266 sOphomore and junior baseball players listed on the rosters of all the Big Ten schools. Freshmen were omitted 9 due to the fact that a prediction of those who would make the varsity squad was not possible. Seniors were omitted for the simple reason that they would not be affected; and most likely, not as interested. Gathering Data from Players Questionnaires were sent under previous arrangement,to the baseball coaches of each of the respective schools for distribution. A large envelope with return address accom- panied the questionnaire along with instructions for distri- buting and returning. Returned questionnaires were then numbered, classified according to school, tabulated, and filed for future reference. Analysis 25 Data In order to ascertain whether the schools were favorably disposed to an extended program questionnaires were first edited individually, noting the relationship between the answers of different questions. Later they were edited by section, a question at a time. The results of each school were then listed under the corresponding question on the master copy as a means for comparison. Tables and charts involving pertinent data were then drawn up and results expressed in numbers or percents. CHAPTER III INTERPRETATION AND SUMMARY OF DATA Introduction As has already been stated, the content of the ques- tionnaire used for interviewing was organized into three major divisions. The discussion of data herein follows this same order, with information from the players' questionnaires being placed into the appropriate areas. Consideration was first given to information which would be needed in setting up the baseball program to be agreed upon. Following this there was a discussion of the effects of such a program on the college game of baseball. The last part is a summation of the proceeding information, and identifies the program presently favored by the various schools. Limitations 3; Data Before presenting and interpreting the data some of its limitations should be reemphasised. Attention should first be called to the number of athletic directors and coaches interviewed or completing questionnaires. Table 2 shows that seventeen of the twenty subjects either completed the questionnaire or completed the questionnaire and were interviewed. The three missing were athletic directors, one of whom recommended the dropping of college baseball. In 10 11 reporting the data it was necessary to base one's interpre- tations on these seventeen subjects. This places many of the problems and discussions in a somewhat altered position than if each result were to represent the feelings of all twenty participants. The fact that ten coaches as compared to seven athletic directors were among this group does not bias the interpretations as each group was considered individually. The second limitation is that five of the seventeen persons completing questionnaires were not interviewed. Much of the extreme differences of opinion found in the data can be traced to this factor and what seemed to be a lack of understanding concerning some of the problems. Three of these subjects not interviewed were coaches, one of whom was ill and unable to meet at the designated time. Of the two athletic directors one had previous engagements, and the other stated that he was not in favor of discussing a problem to which he was opposed. A further limitation concerns the percentage of players completing questionnaires. The low percentage of returns, which are listed in Teble 3, was partially caused by the failure of two schools to return their questionnaires. Furthermore, the total number of sophomore and junior players was based on team rosters which were made out in the early spring. These contained the names of players who were later dropped from the squads, causing the total number to be over- stated. As a result the percentage of returns appears to be lower than they actually are. Undoubtedly, additional problems such as involvement in finals and a concentrated baseball schedule affected the low returns. 12 .nebee op HAe seam has» on aeanea mnaaoHHoH on» an 83023 3.3.2.: .3 a8 .53.: 33 .5 9:38 vapours 52.3.3.“ has 3: .aqqofiuosu use. n a u m 3:5 32. I N I % dam—mound? M u c : esteem a N u M case n a . ex : anonaeanoaoz : x a N anaconda: - a .. a 33m .3232 I u n : damaged: N n u : aaoH .. a a . gash .. a .. x 3935 92.53225 35:35 2. 1.8.5.385 32.235 2. ufiaoaaoo 8223.....8 efleofiaoo efiaoaasoo 54.23330 59.3.8 . , £85.... 8:88 8308.3 03.22 382.3%: E. 33:25 madneaaaeo so .eeaaessoaoeesv madaeamaoo nemeeeo use aaeaoeadm oaaedna< no senasm::.~ Handy 13 TABLE 3.--Number of Sophomore and Junior Players listed on Big Ten Rosters, number returning questionnaires, and percent of total (266) returning questionnaires Number Listed Number Returning Percent of SOhOOIS on Rosters questionnaires total -266 Illinois 28 13 “.8 Indiana 27* 15 5.5 Iowa “6 13 “.8 Michigan 19 9 3.h Michigan State 26 13 “.8 Minnesota 17 17 6.“ Northwestern 22 - - Ohio 29 18 6.8 Purdue 33 19 7.1 Wisconsin 19 - - TOTAL 266 117 “3.7 I"Indiana did not issue a roster and was assigned the average number of players. 1“ It should be noted that the following tables discussed in this chapter are limited in the respect that they repre- sent data based only on those players returning questionnaires. It is possible that this presents a different perspective than would be found if the percentage were based on the total number of players. The data and interpretations must be considered in view of these specific limitations. Discussion 23 Data As previously mentioned the discussion of data will be presented in three separate sections following as closely as possible the order of the questionnaire. Player's results will be related to those areas to which they lend support. I. Information Needed 52 Setting 22 Desired Program The first problem to be discussed deals with the scheduling of games. As might be expected, Friday, Saturday and Tuesday were the preferred days for competition. It is interesting to note that every person interviewed expressed a desire for conference games to be played in a weekend series, rather than the conventional Friday game at one school and a Saturday double-header at another. Many further suggested that non-conference games be played on Tuesday at home; this of course, was a decision for the individual school to make. The advantage of changing to a series would be in the less amount of travel which would be involved, the increased time for study, the possibility of player employment, 15 and the likeliness of creating fan interest. To further substantiate the last two advantages, as well as to lessen the loss of class time, two of the six athletic directors and eight of the ten coaches were in favor of using Sunday as a playing date. The opposition to such use is well known and need not be examined here. Involved with this problem was the decision of whether to play a series of four seven inning games, or to retain the two nine and one seven inning games presently used. The difference, primarily, was in three extra innings and the need for another starting pitcher. Table reveals an even split between the athletic directors and the coaches in regard to this problem. The balance of the decision rests with the players where 53.8% were in favor of the present system as compared to 36.8% preferring the series of four seven inning games. Their reasons for this choice were not included in the data. TABLE “.--Number of Athletic Directors and Coaches and percentage of players supporting the two types of series Series of Four Series of Two Nine seven inning and one seven games inning games Athletic Director 3 3 Coaches 5 5 Players 36.8% 53.8% 16 Even though the present system was favored it is bene- ficial to investigate whether the various schools would have an adequate pitching staff to play four or more conference games a week. This is a hypothetical problem but one which would need to be answered were a change accepted. Three coaches felt they would not have adequate depth to play a conference schedule requiring four starting pitchers. This, they reasoned, was due to their insufficient amount of scholar- ships which limited the number and quality of players at their school. An increase in the allotted number of scholar- ships was not expected. It appears, however, that the central question in this problem was whether the schools would have a good enough team to compete in more conference games without lessening the calibre of play. It seemed that a favorable state would exist to the degree that the above should not be stated as an argument against the use of a series involving four seven inning games. (Based on this data, however, one still finds a slight balance in favor of the three game series.) At this point, it was possible to begin discussion of the approximate dates of a revised baseball program. Referring to the discussion of number of games per week and including with these the approved number of games per season, it is possible to find the number of weeks needed and select work- able dates for the program. There are other factors to be mentioned later which also had to be considered in arriving at the selected dates. Assuming that the earlier intrepretation of data is 17 correct in accepting a preference for the three game series, the next problem was to determine the total number of con- ference games and weeks thought to be appropriate. The data in Table 5 reveals that the twenty-seven conference game schedule was the one most frequently selected by both the athletic directors and coaches. On the other hand, more of the coaches selected thirty-six or forty-five games in the hope of obtaining more games. This was not feasible in as much as a thirty-six game schedule at the appointed three_ games a week required twelve or more weeks of competition. This in turn was considered too long and indicated that twenty-seven conference games at three games a week, for nine weeks was the most acceptable program. It was also realized that a nine week schedule was more easily adopted to a conference of ten teams. TABLE 5.--Number of conference games suggested by the Athletic Directors and Coaches Athl t Schools Direczoig Coaches Illinois 27 E5 Indiana 20-30 27 Iowa - 20-30 Michigan ' - undecided Michigan State 27 36 Minnesota 36 36 Northwestern - 27 Ohio 27 27 Purdue - “1-50 Wisconsin 35 35 Total favoring 27 games: “ “ Total favoring 36 games: 2 3 Total favoring “5 games: 0 2 18 The selection of these factors could not be made inde- pendently of one another, as it might appear. There were many other closely related items which had to be considered and understood by those making the choices. It was generally accepted, for instance, that trips away from home should be kept at a minimum, that the schedule should be held on a round robin basis, and that use should be made of the warmer months. After collecting the data, further consideration had to be given to coordinating the program with each schools final examination schedule. This made it essential to project such dates onto a single calendar for convenience in inter- pretation and setting of dates. This information is found on Chart I. (Lack of sources made it necessary to use school calendars of both the 1962-3 and 1963-“ school years. These dates do not appear to vary much from year to year, and were useful in giving a rough approximation to the dates and problems sought. These schedules were placed in a 1963 calendar.) In analysing the information concerning feasible dates, some interesting facts were noted. First, some schools started their summer session finals as early as August 3, and necessitated the setting of the closing date of the program at or near this date. Upon counting nine weeks back from this date it became apparent that a conflict with final examinations given during the spring session resulted. If one contended that the baseball program should not conflict with examinations, then two alternatives were left: (1) The season could be started at the same time as the summer term 19 CHART I I963 CALENDAR FINAL EXAMINATION DATES OF THE BIG TEN SCHOOLS K E Y ILLINOIS INDIA NA '— I 0 VA — N I ONIOAN —-— HIGH/SAN STATE .1... NINNE S 0 TA —-—-—-——- NORTHWESTERN "-- ONIO 5““ PURDUE W WISCONSIN W _ JUNE LSIMIlel'rlrIs 2 r l‘ H 3 I0 I: l2 I3 I4 1 Is —--«-'_~_—.-4 :“ — -- - - -- -«- - .1 I6 I? Is no 20 2| 2 30 25 7 e (I — § 0 O l4 l6 l7 ID I. 20 20 and extend to the third of August or beyond, or (2) the season could be spread over the spring and summer sessions with time off for finals. The second alternative would mean starting the season as early as the middle of May. The results, as expressed by the athletic directors and coaches are found in Table 6, and by the players, in Table 7. TABLE 6.--Type of Season referred by Coaches and Athletic DIrectors Schools Ath1°t1° Coaches Directors Illinois Extended Extended Indiana Extended Extended Iowa - Split Michigan - Undecided Michigan State Summer Extended Minnesota Summer Summer Northwestern - Extended Ohio Split Extended‘ Purdue - Undecided Wisconsin Extended Extended Total favoring extended season Total favoring summer season Total split season Total undecided season OHNW NHH O\ I"Preferred extended season but thought it would be best to try a trial program during the summer first. 21 TABLE 7.--Percentage of players preferring the various types of seasons Type of Percentage Season of Players Extended eeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeee 55% Summer eeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeee 18% PTCSOHt eeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeee 21% UHdOCLdBd eeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeee 6% May 1 - August 5 was the extended season. June 15 - August 5 was the summer season. Preference for one program or another seems to lie mostly with the decision of the coaches and players. Six of the ten coaches and 55% of the players selected the extended season, while three of the six athletic directors also preferred it. The data gains perhaps more strength when it is noticed that three of the four coaches not selecting the extended program were not interviewed. Most of the other coaches and athletic directors stated that they were not opposed to starting an extended program but had other preferences. One school suggested that a trial program be introduced, and if success- ful, an extended program be initiated. Three schools and 51% of the players indicated that they would participate in such a trial program. From the above data it is reasonable to state that the extended program is the program most desired by the athletic directors, coaches, and players alike. 22 Additional data which was needed in making an exact appraisal of a devised program was concerned with the number ef‘non-conference games each school might include if an extended program were used. This information could enable one to give an approximation of the total number of games to be included in the extended season. Before this question could be answered, it was essential to decide whether spring trips would be eliminated, and whether it was acceptable to play games against non-collegeteams. Results show that five of seven athletic directors and seven of ten coaches were for dropping the spring trip; while, five of six athletic direc- tors and eight of ten coaches recommended playing games against amateur teams. The dropping of spring trips was possible due to the later start which would be used with an extended season. Amateur competition was necessary due to a lack of summer competition among non-conference colleges. One might go a step beyond and add semi-professional and professional teams to this list, although this may cause much debate. If those choices were accepted, it is probable that non-conference games would be played against college teams during the spring term, and against other available talent during the summer. It was generally accepted among the coaches that these games would be played on Tuesdays. Assuming this, the problem becomes one of determining how many Tuesdays, in addition to the season's nine Tuesdays, are available, and how many games would be played prior to the season opener. The number of non-conference games that the 23 athletic directors and coaches would likely include in an extended program are indicated in Table 8. The dispersion of their choices made it impossible to arrive at any specific number. Taking nine Tuesdays available during the conference season and adding these to pro-season games one might expect the thirteen to fifteen game schedule to be most satisfactory. In turn this would suggest a total of twenty-seven conference games and thirteen to fifteen non-conference games, or an extended program with forty tofcrty-two games. TABLE 8.--Number of non-conference games preferred by Athletic Directors and Coaches W Number of Athletic Coaches games Directors u-s 3 2 l3 - 15 0 h 20 - 25 1 1 Undecided 2 3 Another topic of interest in the area of scheduling games was concerned with the possibility of playing night baseball. All sixteen subjects thought the overall effect of night baseball would be beneficial and would each approve of it at their school. The players were equally enthusiastic as 91% reported a desire to play games on a Friday or Saturday night. (NOTE: These were nights earlier selected by the coaches and athletic directors during the interview.) It was felt that 2“ Friday night games would allow the student more time to attend classes, as well as to conserve time for study. The selection of Saturday as a possibility for evening competition was defended by some in that they felt students would not use this night to study anyway. Although this may be true, it also must be noted that teams traveling would arrive homo much later, possibly reducing the time on Sunday for studying. Saturday remained a questionable choice, while Friday appeared to have a more advantageous position. However, despite the wide and enthusiastic acceptance of night baseball, many Big Ten schools reported that they were financially incapable of introducing it in the near future. This was mainly because of the high cost of installing lights. Table 9 shows that only three schools would have lights at the onset of any program of this nature. None of the athletic directors or coaches of other schools could foresee the possibility of installing lights or the use of a park with lights in the near future. At this point, it is necessary to explain another group of data involving player eligibility. In terms of player eligibility, two possibilities existed if an extended program were used: (1) to make freshmen eligible, or (2) to retain the present eligibility rule. The latter meant that freshmen would become eligible upon completing their first year of schooling which in most cases, would mean at the start of the summer session. They would complete their three years of eli- gibility in the two or three weeks prior to graduation of their senior year. 25 TABLE 9.--Opinion of Athletic Directors and Coaches on how readily night games could be introduced into their system W Athletic Schools Directors Coaches Illinois Shortly Shortly Indiana Undecided Shortly Iowa - Undecided Michigan - Never Michigan State Undecided Undecided Minnesota Immediately Immediately Northwestern - Undecided Ohio Undecided Shortly Purdue - Immediately Wisconsin Shortly Shortly NOTE: The schools onset of the program. answering ”shortly“ meant by the Two definite sides were taken in this problem by the athletic directors and coaches. However, with three of the seven athletic directors and five of the nine coaches favor- ing freshmen eligibility, one was unable to draw any direct conclusion. One school, which was opposed to freshmen eligibility, mentioned that they would not use freshmen players even if this were accepted by the Big Ten Conference. The feelings here appeared very definite. freshmen eligibility claimed that it would: Those opposed to cause 26 malpractice and cheating, and (2) necessitate two sets of eligibility rules. In reference to the second reason, three of the six athletic directors and six of the nine coaches felt that if freshmen were eligible for baseball they should be eligible for other sports. This, however, was strongly opposed by those who thought that incoming students should not be allowed to play freshmen football. It would appear from these observations that freshmen would not likely be allowed to play football and possibly some other sports, resulting in the two sets of eligibility rules mentioned. The proponents favoring freshmen eligibility include these claims: (1) It would encourage freshmen to strive for early eligibility, (2) that seniors would be at liberty to concentrate on their studies, or go into professional baseball if so desired, (3) that one could complete his eligibility and schooling in less than four years, and (“) that it would prevent teams from being broken up in the middle of the season. Because there does not seem to be a strong agreement in either direction concerning freshmen eligibility, one might assume that the program would function best by continuing with the present set of eligibility rules. In terms of the above reasons, however, it appears that the program would suffer and further confusion result by such an act. For this reason it is felt that an extended program is more likely to be successful if separate regulations were drawn up and fresh- men eligibility allowod at the same time as a new program were initiated. 27 Associated with the problem of freshmen eligibility is the length of player eligibility. Mention has been made of the possibility of students attending schools the year around to complete their schooling in less than four years. The probability of such an occurrence suggested a change in the present eligibility rules if a minimum of three years of eligibility are to be continued. One alternative to this was to allow June graduates who had completed their schooling in less than four years to continue to compete. Four of the six athletic directors and six of the ten coaches were in favor of making this provision. The other alternative as previously mentioned was to allow freshmen eligibility. One would expect that there would be many athletes who would not desire to compete as a freshman, or to finish their schooling in less than four years. In order to meet the needs of those people further arrangement would have to be made in eligibility rules which permitted freshmen to play. A flexible arrangement which would permit a choice of any throe consecutive years of eligibility was one possible solution. The data in Table 10 discloses that all but one of the subjects wanted to retain the present three years of competition, but only eight of the seventeen subjects were in favor of a flexible eligibility program. The closeness of these results does not allow one to reach a definite decision in regard to a flexible program in eligibility. Its importance does make it imperative in the future for a closer investigation of this problem and all its aspects. It may be that a flexible program in eligibility would help to meet the 28 constantly changing needs of the students. TABLE lO.--Years of competition allowed to athletes as suggested by Athletic Directors and Coaches m Schools Athletic Directors Coaches Illinois 3 years & flexible 3 years & flexible Indiana 3 years 3 years a flexible Iowa - 3 years Michigan - 3 years Michigan State 3 years a flexible 3 years Minnesota 3 years & flexible 3 years & flexible Northwestern 3 years & flexible 3 years & flexible Ohio 3 years 3 years Purdue - “ years Wisconsin 3 years 3 years NOTE: Flexible meant any three consecutive years of one's college career. Summer competition also involves a financial and scheduling problem for its participants. This essentially is a matter of obtaining appropriate credits and earning enough money to finance ono's schooling while competing in a inter- collegiate program. By competing in a summer program nearly all the monetary value which the summer holds for these students would be sacrificed. An agreement by the sixteen subjects on a need for athletes in an extended program to be enrolled and to carry at least the minimum load during the 29 summer session fortified this point. Emphasis was placed on standardizing this minimum load. This would force many athletes to seek other means of support - the most logical being to drop out of school another session in which to work. It is important here to point out that 32% of the players endorsed such a plan. However, if one were required to drop out the three sessions, as be normally would if working during the summer, it is possible that he would be unable to obtain the appropriate courses in which to graduate in four years. In attempting to solve the financial problem then, it was necessary to consider this element of scheduling course work. In order to know whether appropriate course work could be carried during the summer and still fulfill the above needs it was important to know the type of program each school was on and the maximum number of credits one could normally take during the summer months. One also needs to know the total number of credits needed to graduate at each of the schools. The data related to this problem is found in Table 11. In investigating its contents it appeared that four schools: two semester and two term schools, lacked adequate course work during the summer to make this possible. One other term school indicated possible difficulty due to a need of students to take courses in sequence at a designated time. This case appeared resolvable through careful schedul- ing and by selecting electives during the summer months. A further indication of whether schools had adequate course work to meet individual needs was revealed in the answers of sand .38 5. 8:28.... 8 55% 3 3389a. new so» 0 season—om 53833 em .. a ceases-m enema em em «a flea QEo new I m amen nae» 333.32 new can NH Eon. 3835: ooh ooh NH sues 33m. sameness .. .. .. sense—flan. sewage“: .. .. _ .. means-em 28H on cm i NH nevus-om 333 new as» .8 shoe omega 8:38 238.3 Stag _ 3.396 Ghana agm Sig Hoenom 302cm page 295 335$ to: .58 £393 1!; Ellxxlii.‘ {I 1|.) 9. l _ III; |,)) v I: {ill )'.')lllllilllrlllo l)( II If) )1: .\ sensuo- aelnsa e5 wage 3.33 e988 Sassoon 3359a .333 .323 meanest 3 s. 35.8 e5 ccsfia . encode: «c 335% e5 .3398 season we season ass—Res iguana Hoosomléd mam: ill!!! .llllyll‘till). ll. (.11) 31 the athletic directors and coaches. In contrast to the previ- ous interpretation, these results showed that in only three schools of the eight reporting was there any indication of this inadequacy. Evidently, if any type of program during the summer months is to succeed then this is one problem which would have to be solved. This will call for a more exact and complete list of the data given and a closer investigation by each school of its curriculum. The need to resolve this problem would seemingly require both the school and the athlete to make some choices. The athlete attending school during the summer session, for instance, would be faced with certain alternatives. He could: (1) drop out of school the normal three sessions to work; in some cases this means going to school more than four years, (2) drop out of school two sessions or less, and make loans or work part-time, (3) work part-time while carrying fewer credits and going to school the year around, and (h) use a combination of dropping out sessions to work, working part-time, making loans, or obtaining a scholarship. Table 12 reveals the choices made by the players. It shows that 56% of all the players either chose to drop out of school a session or work part-time while going to school. It was assumed from this data that these players would retain this selection throughout their career. Obviously, any player choosing to drop out three sessions and attending a school with inadequate course work could not graduate in four years. The importance of this problem is emphasized by 35$ of the players being undecided as to how they would finance their schooling. 32 TABLE 12.--Percentage of players Who would use the listed means to finance their schooling Means of Financing Schooling % of Players Undecided 35 Drop out another session to work 32 Work part-time while going to school 16 Don't need support I 11 Make a loan 3 Work part-time and make loan 3 Ways in which the athletic directors and coaches have suggested to cope with this problem are listed in Table 13. It should be understood that these people were unaware of the athletes' preference and probably of the difficulty which would be encountered by some athletes attending schools which lacked adequate course work during the summer. As such, one might expect that more emphasis would have been given to aiding the athlete in finding employment, and particularly part-time work. Another problem connected with this was in determining how many athletes participating in more than one sport would be required to work part-time. The players' data seem to reveal that very few would be placed in this situation. The players involved in all cases were on scholarship. If this is true of all cases than this does not present itself as a problem in this area. 33 TABLE 13.-—Suggestions on how assistance would be given to those athletes needing financial support and participating in an extended program W As Expressed by Suggestion Athletic Directors Coaches Assist in finding employment 5 6 Give more grant-in aids (partials) 5 5 Assist in obtaining loans 1 2 Undecided l 2 In summary we have said that a great many of the extended program's participants would finance their schooling by dropping out of school another session or working part- time. Furthermore, in some cases these students would not be able to drop out three sessions to work, and still have an opportunity to do the appropriate class work needed to graduate in four years. In order to cope with this problem the athletic directors and coaches suggest giving assistance primarily in finding employment, and in giving more grant-in- aids. This latter provision is taken up in section II. II. Effects 2£.22 Extended Pro ram 23 the College Game of Baseball The information sought under the above title was based 3h on the assumption that the baseball program most desired was an extended program. The preference, as expressed in Table 7, substantiates this assumption and lends support to the data to be given here. In interpreting the results it should be understood that this information is based on opinion and is not factual information. Consideration was first given to the aspect of weather and the influence it has on the college game of baseball. For if the weather was placing a limitation on the college game, then it was important to estimate to what extent its limitation would be alleviated through the use of an extended program. Verification of this hindrance was found in the replies of the athletic directors and coaches. In answering the questions concerning the importance of weather in limiting the college game, their answers ranged from ”slightly“ to "greatly”, with more emphasis placed on ”greatly.” The only exception to this pattern came from the athletic director and coach at the same school. They answered “no effect" to both questions and pointed out that: (I) most conference games already were being played, and (2) one could practice inside during the cold weather. Others, in contrast, made reference to seasons where as few as seven games were played by the conference champions. It was also felt by many that the warmer weather found during an extended program would reduce injuries and improve play. It is reasonable to conclude from this that the limitation placed on college baseball by the weather would probably be alleviated or at least lessened by an extended program. 35 A most important and controversial problem was centered around the relationship between college and professional baseball. This situation, no doubt, has developed out of professional baseball's need for a continuous supply of out- standing talent, and their unscrupulous signing of college players to meet this demand. This practice has been defended by the professionals primarily on the grounds that the college player was not playing enough games or developing at a fast enough rate. The purpose of the following group of data was to see if this situation could be altered through the use of an extended program. In order to have a basis for further discussion it was important first to establish whether the calibre of Big Ten play was being affected through a premature loss of players to the professionals. Eleven of the sixteen subjects, consisting of five of seven athletic directors and six of ten coaches, stated that the calibre of play was being “greatly“ lowered. Accepting this, the next step was to see if this trend would be altered and the calibre of play subse- quently improved, through use of an extended program. In order to answer this it was necessary to know whether more players would refrain from signing if an extended program were used. The results as expressed by the athletic directors and coaches are found in Table 1h, and by non-scholarship and players on scholarships in Table 15. In interpreting the results on notices that an opinion prevailed among the athle- tic directors and coaches, especially the athletic directors, that ”none" of the players would refrain from signing until 35 graduation. The most one could conclude about the players' answers was that about one-third would refrain from signing. It would appear then that use of an extended program, as such, would not cause many players to refrain from signing while still in college. TABLE lh.--Would more players refrain from signing until graduation if an extended program were used :===============aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa============= As Expressed By Reply Ath19t1° Coaches Totals Directors Many l h 5 law 0 0 0 None h h 8 Undecided 2 2 b Total 7 10 17 This brings one to the final question of whether use of an extended program would improve relations with the pro- fessionals enough for them to agree not to sign college players until graduation. The answer to this rests entirely with the professionals and one can of course only speculate as to the answer. The deciding factor would seem to be whether the college player will play frequently enough and with a suffi- cient number of games to reach his top level of performance and development each year. The limitation in this area with 37 the present program was pointed out by four of the seven athletic directors and nine of the ten coaches, as well as 78.6% of the players. These results are found in Table 16. TABLE l5.--Would you refrain signing until graduation if an extended program were used* As Expressed By Rep” ”‘3‘” 553.3 321.33. Yes 30.8 32.8 Probably 26.5 22.“ No 9.h 10.3 Doubtful 5.8 10.3 Undecided 26.5 2h.l *It was assumed that the players on scholarships would be more apt to sign a professional contract and would there- fore give a much better indication. Very little difference was noted in the two groups, however. TABLE 16.--Does the college baseball player play enough to reach his top level of performance and development each year n I! As Expressed By Athletic Players- Re 1 Coaches p y Director Percentage Yes 2 1 10.3 No b 9 78.6 Undecided l 0 11.1 38 Thinking of this, one may look at the extended program of twenty-seven conference games. It would seem that any limitation concerning the number of games played would be overcome. Actually, it must be kept in mind that there would not be a great difference in the number of games played between the extended program and the present program. There would be an increase of conference games, but the number of non-conference games would undoubtedly be reduced. For the player who would compete in his home town during the summer, about the same number of games would be played; for the player who would compete in a semi-professional league during the summer it would be less. There is one important difference to be mentioned here in favor of the extended program. In as much as the player would be playing under more ideal conditions and coaching, not to mention the possibility of graduation within three years, the extended program can easily present a favorable picture to the professionals. To what extent this would go toward persuading the professionals to limit their signing of college players is questionable. It is interesting to note that four of seven athletic directors and seven of ten coaches thought that it would improve relations to the point of making an agreement. At this point in the discussion it seems necessary to emphasise that physical education and intercollegiate athletics exist for educational purposes and should not be used as a means of supporting or promoting professional athletics. Although it should be taken into consideration 39 in the planning of any program, prime consideration should be given to the individual and to helping him reach his maximum level of development. In this section of the problem it was hypothesized that many Big Ten schools were lacking in the amount of leisure time activities provided during the summer session. Leisure is used here refers to both active and passive participation, but more specifically to the latter. If assurance could be made of this assumption then one might expect by using the extended program to partially relieve this need of leisure time activity and at the same time increase game attendance. The results obtained seemed to contradict this need for leisure time activity in as much as all six athletic directors and five of the ten coaches estimated the amount of leisure time activity at their school from a ”moderate” to a ”great" amount. 0n the other hand, thirteen of the sixteen subjects, which included five of the six athletic directors and eight of the ten coaches, expressed that an extended program would provide leisure time activity for a "slight” to “moderate“ amount of students. One coach added that this would encourage a stronger intramural program. In regard to fan interest and attendance it was thought by ten of the seventeen subjects, composed of four of the seven athletic directors and six of the ten coaches, that an extended program would create a “great“ increase in attendance. In summary it has been said that: (1) most Big Ten #0 schools do not lack an adequate amount of leisure time acti- vity during the summer session, and (2) use of an extended program would provide leisure time activity for a "slight" to “moderate“ amount of students, but would probably create a "great” increase in fan interest and attendance. Another problem given much thought, focused on the financing of an extended program. In analyzing this problem an attempt was made to emphasize the more important items as a means of estimating the expense involved. The attack on the problem was divided into three areas: (1) Items of additional expense, (2) means of economizing, and (3) esti- mating the increase in expense as compared to the present system. Recognizing the financial burden faced by the partici- pants of an extended program induced the athletic directors and coaches to seek out means to assist these people. Much emphasis, in carrying this out, was placed on preventing an increase over present costs. The provisions suggested most frequently by the athletic directors and coaches were for assisting the athlete in finding jobs, and in giving more partial grant-in-aids. These results are found in Table 13. Some of those interviewed thought that by giving assistance in finding jobs many students would attend colleges which otherwise they could not afford. It was not clearly stated whether this assistance in obtaining employment would be solely for those dropping out of school a whole session, for those working part-time during the school year, or both. The suggestion of partial grant-in-aids placed emphasis bl on retaining the same number of grant-in-aids presently used, but breaking them down into fractional parts in order to distribute a greater quantity. This essentially would allow a greater flexibility in the distribution of aid, and with no extra cost, would enable more students to receive the assistance needed. These provisions suggested by the athletic directors and coaches have even greater merit when one recalls that b8$ of the players stated they would have to drop out of school a session or work part-time during the school year. This interest in assisting players find part-time employ- ment is further implemented when one considers the impossibi- lity of students dropping out three sessions to work at schools with inadequate course work during the summer and still graduating within four years. Having pointed out areas of additional expense one turns next to seeking ways of keeping cost at a minimum. In order to reduce expenses or increase income one is faced with‘ certain choices. One of these choices, as previously mentioned, favored the dropping of the spring baseball trip. This savings, in itself, would seem sufficient in most cases to cover any increase in cost which would be incurred by the additional conference trips. An additional plan suggested as a means of cutting costs was to require these on scholarships to sign a state- ment agreeing to reimburse the school if they were to sign a professional baseball contract prior to the date of their graduation. The purpose behind such a proposal was not #2 meant primarily to save money but also to restrain professional baseball organizations from signing college youths. In that only 29.h% of the players presently on scholarships would have consented to signing this oath points out the question- ability of its use. Apparently it would not be advisable to make such a request. A method of increasing income for purposes of conducting an extended program was to charge fans a nominal fee. The data collected revealed that this procedure was presently being used or would be used, with possibly one exception, if an extended program were initiated. The one exception to this was expressed by an athletic director and was a personal belief that students should not be required to pay at school events. Whether any charge is to be made by this method is one of each individual school's choice. One of the most controversial issues regarding finance was in deciding whether professional baseball organizations should be allowed to contribute in any way to help meet the expenses incurred by the colleges in promoting an extended program. The results of this decision are shown in Table 17. Although it is clearly evident that a majority of both the athletic directors and coaches were in favor of making this allowance, one should understand that this was permissible only under the condition that there would be no obligation to the contributer. Results were not as conclusive in regard to "who" should handle the contributions or in "what way” they would be used. A slight preference was placed by the coaches on having the Big Ten Conference rather than the individual as schools receive the contributions. These funds would then be distributed equally to the ten schools. Suggested uses of the funds included paying for equipment, umpires, transporta- tion, and board. No one provision prevailed. TABLE l7.--Should the professionals be allowed to contribute in any way to meet the expenses incurred by the colleges in promoting an extended program As Expressed By Reply Athletic Directors Coaches Yes h 7 No 3 2 Undecided O 1 In summary one might conclude that if an extended program were adopted, the spring baseball trips would be dropped; fans would be charged a nominal fee; participants would be given assistance in obtaining employment, and through use of partial grant-in-aids; and professional base- ball organizations would be allowed to contribute to the expenses incurred. The third and final part of this problem was given to estimating the expenses that would be encountered in using an extended program as compared to the present program. By contrasting the previously mentioned added expenses with the various means of economizing one was able to make this on comparison between the two programs. An indication of this relationship is shown in Thble 18. This table was based on the assumption that an extended program would cost more than the present program. It was noted that only five of the seventeen subjects though gate receipts and the dropping of spring trips would cover this complete increase in cost. TABLE 18.--Uould gate receipts, in addition to money saved by discontinuing spring training trips, cover the increased cost of an extended program As Expressed By Reply v Athletic Director Coaches Complete increased cost 3 2 Most of increased cost 0 2 Part of increased cost 3 h No difference 1 1 Undecided 0 l In view of these results one might conclude that the cost of financing an extended program would be higher than the present costs. It does not appear, however, that this problem will be near as serious as first indicated. III. Identifying the Desired Program By giving careful consideration to each aSpect of the college game of baseball one was guided toward selecting the ’45 program he thought best. This final section of the study then was intended to bring bearing on all the previous dis- cussions so as to guide the athletic directors and coaches in making this choice. ' Consideration was given first to the type of program the individual would introduce, or prefer, if he were to make a change from the present program. These results, which were expressed earlier in Table 7, indicated a preference for the extended program. One might conclude from this data that the extended program was the program most desired. In realising that the program a person might choose to introduce might differ from a program of which he would approve necessitated carrying the problem a step further. In other words, it was important to know how many individuals would approve of a certain program even though it differed from the type he himself would introduce. Table 19 reveals that not one person out of sixteen disapproved of an extended program. Two of the subjects were undecided but neither of these were interviewed if this has any particular indication. Furthermore, six of the ten coaches said college baseball would benefit “greatly" from using an extended program; while ”moderate” five of the seven athletic directors claimed a improvement. These results are found in Table 20. In analyzing the data it appears that the program thought to be most favorable for the Big Ton Conference is the extended program, presumably the one outlined. #6 TABLE l9.--Would you approve of an extended program —_ _! .__ School Athletic Director Coach Illinois Approve Approve Indiana Approve Approve Iowa - Undecided Michigan - Undecided Michigan State Approve Approve Minnesota Approve Approve Northwestern - Approve Ohio Approve Approve Purdue - Approve Wisconsin Approve Approve TABLE 20.--Uould an extended program hinder or benefit the college game of baseball M As Expressed By Reply v_ Athletic Directors Coaches Greatly benefit 1 6 Moderately benefit 5 2 Slightly benefit 1 1 No change 0 0 Hinder 0 0 Undecided 0 l a? An additional point to be made is concerned with the idea of using a trial program during the summer session. In carrying this out, it was evident that one would be faced with the problem of having a lack of adequate competition. To cope with this problem the question was asked of the school if it approved and would compete in the trial program if only four or five teams were included. Their answers, found in Table 21, show that four of the six athletic direc- tors and six of the ten coaches approved of this plan. Nevertheless, in only three cases were both the athletic director and coach of the same school in approval of this pro- gram. It would seem from this data that the number that would participate would be very few. Whether it would be beneficial is a decision the individual school must decide. #8 TABLE 21.-~U0u1d you approve of a split season baseball program _-_ ‘- School Athletic Director Coach Illinois Undecided Approve Indiana Approve Approve Iowa - Approve Michigan 4 - Undecided Michigan State Approve Disapprove Minnesota Disapprove Disapprove Northwestern - Approve Ohio Approve Approve Purdue - Disapprove Visconsin Approve Approve TOTAL Approved h 6 Disapproved l 3 Undecided l l CHAPTER IV SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS Summar The objective of this study was to determine the most favorable baseball program for the Big Ten Conference. The procedure for accomplishing this was to collect, analyse, and interpret data from the following three areas: (1) procuring agreement among the athletic directors and coaches as to the most favorable baseball program for the Big Ton Conference, (2) determining what effect this program would have on the college game of baseball, '(3) determining whether the players would accept or reject the program, and how they would adjust financially to the situation. The end result was to synthesiuzthis information into the most feasible baseball program for all concerned. Information was first secured through a questionnaire followod by a personal interview of the athletic directors and coaches. This provided the basis for constructing what appeared to be the most widely accepted baseball program for the Big Ton Conference. The next step was to see how the players would react to the proposed change. This was accomplished through the use of the questionnaire technique. “9 50 Conclusions Subject to the limitations of the study one can conclude that: An extended program is the preferred choice of the athletic directors, coaches, and players of the Big Ten Conference. Following is a list of what this program might entail: (1) Conference games would be played on a Friday and Saturday in a series of three games. (2) The season would have approximately hO-hZ games consisting of 27 conference games, and 13-15 non-conference games. (3) The extended season would be eleven weeks long, but approximately two of these weeks would be allowed for final examinations in June. It would commence in mid-May and terminate in early August. (3) Spring trips would be unnecessary and dropped. (5) Night baseball would be introduced at three schools and played on Friday nights. (6) Freshmen who enter in the fall would be allowed to compete in the two or three weeks prior to obtaining sophomore standings. (7) Players would be assisted in obtaining employment. (8) Fans would be charged a nominal fee. (9) Professional baseball organisations would be allowed to contribute to help meet the expenses incurred by the colleges in promoting an extended program. 51 Recommendations (1) It is recommendated that a more thorough investi- gation be undertaken concerning this problem. This study should attempt to answer the problems of: freshmen eligibi- lity; whether appropriate course work is provided at each of the schools during the summer session; whether tenders should be broken down into fractional parts; what role professional baseball organizations should be allowed to play, and the role they will play; whether athletes should be assisted in finding employment; and scheduling from all its varied aspects. (2) It is recommended that as few changes as possible be made in inaugurating a new program. (3) It is recommended that a trial program be tried initially among the schools willing to participate. APPENDIXES APPENDIX A Dear Mr. As partial fulfillment for my Masters Degree I am investiga- ting what the effects of extending Big Ten Baseball into the summer months might be. In order to do this I am seeking the advice and opinions of the baseball coaches, athletic direc- tors, and players in the Conference. I know that you are busy and your time is limited but will greatly appreciate what assistance you might give me in this endeavor. The purpose of this letter and enclosed material, then, is to provide you with a guide for many of the problems apparent in such an extension. An extended program has been briefly proposed along with a questionnaire on the following pages. I would appreciate it if you would look this material over. My intentions are: to gain information needed in setting up an extended schedule; to determine the effects on the college game of baseball; to discover if a majority of the schools favor or disapprove of an extended schedule; and then to con- struct the most feasible extended program for the Big Ten. Once this is completed, another survey concerned with player reactions will be taken with the hope that more conclusive evidence can be drawn. I would like, if at all possible, to meet and discuss this problem with both the coach and athletic director (either together or separately). As an initial step in setting up a meeting schedule, I am suggesting possible dates on the enclosed post cards. Would you please select those days during this period when you would be available for an inter- view. In case it is impossible for us to meet during this selected period, there is room on the card for optional dates. Thank you for your consideration, and I hope to see you in the future. Sincerely yours, Ernie Myers 52 53 HYPOTHETICAL CASE OF AN EXTENDED BASEBALL PROGRAM IN THE BIG TEN Approximate Dates Trimester Semester Term Sept.5 - Dec.20"”'I Sept.l5 - Jan.18** Sept. - Dec.lh** Jan. 3 - Apr.21* Feb. h - (June 12 Jan.2 - Mar.l9* Apr.29 - (Aug.8) June 20- Aug. 18) Mar.25-(June 9 June - August) *Term players might drop out to finance schooling. *‘Term suggested for dropping out to finance schooling. Season in brackets. A. Length of Season 1. April 28 or May lst---August l or August h 2. This is 90 - 100 days less 15 --20 during June for final examinations, and NCAA Championships (1963- May 30 - June 15). This leaves 70-85 days or 10-12 playing weeks. B. Number of Games 1. A total of h5-70 games which include hO-60 conference games and possibly 5-10 pro-season games. 2. This would be h—S games per week for the 10-12 weeks - playing each team h—7 times during the season, some preferably in series of 3 or b games, on a round robin basis. C. Playing Days 1. Tuesday, Friday and Saturday 2. Night games would be worked in at those schools which wanted them. D. Participants 1. Same, under present rules of eligibility 2. Three years of actual competition would be allowed. 3. Students would not be penalized for going through school in less than four years but would have to retain undergraduate standings. E. Changes Suggested 1. Spring trips would be unnecessary and dropped. 5h 2. Freshmen players would be allowed to participate after two years of league operation, but would be limited to three years of eligibility. 3. Rule 7 Sec. 11 (a) Permissible # of Initial Tenders. Change: The final numbers of tenders would be increased from 80 to 85. h. Rule 7 Sec. 11 (b) Sources of Aid Funds. Change: Professional sports organisations would be allowed to contribute through a foundation. Such a founda- tion would be run independently of the professionals, and its sole purpose would be for the promotion of amateur baseball. Definition 2f Terms Used Regular Program: The present baseball season. Summer Program: A separate season from the regular program, beginning with the summer session. Split Season: This refers to both the regular and summer programs, but as separate seasons. Extended Program: This includes both regular and summer program as one season. Baseball Pragram: This refers to one or more of the various programs. School Program: Refers to whether the school is on a term, semester, or trimester basis. College Game 2: Baseball: This refers not only to the game itself, but factors closely related to the game, such as equipment, attendance, players, coaches, athletic directors, revenue, and tenders. 55 Name School PART I Information Needed 13 Setting Up an Extended Program 1. 3. What do you think would be the most appropriate opening and closing dates for an extended schedule? - From to How many games would you suggest a team play per week? 1. 2 games 2. 3 games 3. h games h. 5 games 5. 6 games Which days of the week would you suggest using to play these games? (List the number of games for each day). 221 No. games 1. Sun. 2. "on. 3. Tues. h. Wed. 5. Thurs 6. Fri. 7e Sat. Would you approve or disapprove of teams playing a series of 3 or # games at a time? 1. Approve 2. Disapprove 3. Undecided Would you approve or disapprove of teams playing h seven-inning games on week ends? 1. Approve Two 7-inning games on week days? 2. Disapprove 3. Undecided 1. Approve 2. Disapprove 3. Undecided 7. 9. 10. 11. 12. 56 Do you think your school could provide an adequate pitching staff to play h or 5 games per week? 1. Yes 2. No 3. Undecided Do you think the overall effect of night baseball would be beneficial or non-beneficial? ' l. Beneficial 2. Non-beneficial 3. Undecided Would you approve or disapprove of night games at your school. 1. Approve 2. Disapprove 3. Undecided On which days would you suggest that night games be played? 1. Sun. ___ 2. Mon. A_ 3e nGSe ’4'. "Ode __ 5. Thurs 6. Fri. 7. Sat. Do you think that night games could be readily intro- duced into your system? 1. Immediately 2. Shortly 3. Never H. Undecided ch many conference games would you suggest scheduling? 1. 20-30 2. 31-h0 3e 141-50 M. 51-60 5. 61-70 6. 71-80 7e More 8. Undecided How many non-conference games (including pro-season games) would you suggest a team be limited to? 1e 0-3 2. h-6 3. 7-9 5. 13-15 6. Undecided 13. 1h. 15. 16. 17. 18. 19. 20. 57 Would you approve or disapprove of schools playing exhibition games against amateur teams? 1. Approve 2. Disapprove 3. Undecided In using an extended program would you approve or disapprove of spring training trips? 1. Approve 2. Disapprove 3. Undecided Would you approve or disapprove of freshmen participa- ting in an extended program? Initially, In Future 1. Approve 1. Approve 2. Disapprove 2. Disapprove 3. Undecided 3. Undecided If freshmen should be allowed to compete in baseball, do you think they should be allowed to compete in other sports? 1. Should 2. Should Not 3. Undecided Would you allow or disallow those students to partici- pate who graduate in less than the prescribed time? (EX. Seniors who graduate in June) 1. Allow 2. Disallcw 3e Undecided Do you think students should be allowed to participate who carry less than a minimum load as defined by your school? 1. Yes 2. No 3. Undecided How many years of competition would you allow one to participate in if an extended program were used? 1. 2 years 2. 3 years 3. h years b. Undecided Do you think the Big Ten should continue to participate in the NCAA Championships if an extended schedule is adopted? 1. Yes 2. No 3. Undecided 21. 58 Do you think that your school would have difficulty in providing the student with appropriate course work during the summer session? PART II Determinin What Effect an Extended Program CcIIege Game 2: BasebaIl Do you think the weather has limited the advancement of 22. 23e 2h. 25. 26. the college game of baseball? 1. 2. 3. h. 5. Yes No Undecided Will Have on the Greatly Moderately Slightly No Effect Undecided Do you think an extended program would tend to alleviate most of the problems associated with the weather? 1. 2. 3. b. 5. Greatly Moderately Slightly No Effect Undecided Do you think the calibre of Big Ten play is lowered through the premature loss of players 1. 2. 3. h. to the professionals? Greatly lowered Slightly lowered No change Undecided Do you think that more players would refrain from signing until graduation if they were to play an extended program? 1. 2. 3. h. Many Few None Undecided Do you think than an extended program would improve relations with the professionals to the extent that an agreement would be drawn to limit signing until one has graduated? l. 2. 3. Yes No Undecided 27. 28. 29a 30. 31. 32- 59 Do you think the college baseball players play enough (frequently and with a sufficient number of games) to reach his top level of performance and development each year? 1. Yes 2. No 3. Undecided Would you expect the Big Ten to draw more players if it used an extended pragram? 1. Great many 2. Moderate amount 3. Slight few h. None 5. Undecided In view of your above answers, would you expect an improvement in the calibre of play through the use of an extended program? 1. Greatly 2. Slightly 3. No change h. Negative change 5. Undecided Do you think that the summer students at your school have an adequate amount of leisure time activities at their disposal? 1. Great amount 2. Moderate amount insufficient h. None 5. Undecided Do you think that an extended program would provide the leisure time activity for many summer students? 1. Many 2. Moderate amount 3. Slight amount U. None 5. Undecided Do you think the extended program would create an increase or decrease in fan interest and attendance (per game)? 1. Great increase 2. Slight increase 3. No change h. Decrease 5. Undecided ..... 33- 3h. 35. 36. 37. 60 Would you expect the colleges to become the prime source of talent for the professional leagues if an extended schedule were adopted? 1. Yes 2e N0 3. Undecided Do you think the professionals should be allowed to contribute in any way to help meet the expenses incurred by the colleges in promoting an extended program? If "yes", in what way? 1. Yes 2. No 3. Undecided Which of the following ways would you suggest using for assisting those athletes who need financial support and participate in an extended program? 1. Aid them in finding jobs. 2. Suggest they make loans. 3. Provide more grant-in-aids for them. h. Suggest they drop out of school some other term to work. 5. Wouldn't make any provisions. 6. Undecided In what way would you expect the amateur status of college baseball players to be affected if an extended program were adopted? 1. Improved 2. Unaltered 3. Hindered h. Undecided If an extended program were adopted, would you expect a substantial increase in the cost of: 1. Installing lights 2. Maintenance 3. Travel h. Salaries for coaches 5. Tenders or other forms of sub- sidization 6. Providing for more team members. How Many? 7e Others 61 38. Would your school charge fans a nominal fee if an extended program were adopted? 1. Yes 2. No 3. Uncertain h. Already do 5. Undecided 39. Do you think gate receipts, in addition to money saved by discontinuing spring training trips, will cover the increased cost of an extended program? 1. 2. 3. h. 5. Complete increased cost Most of increased cost Part of increased cost No difference Undecided ho. Do you think that the advancement of the college game of baseball is limited under its present program? 1. 2. 3. h. Greatly Slightly No Undecided #1. If an extended schedule were adopted would you expect the college game of baseball to hinder or benefit itself? 1. 2. 3. h. 5. 6. PART III Greatly benefit Moderately benefit Slightly benefit No change Hinder Undecided Identifyigg Those Schools Which Approve pp Disapprove pf an Extended Program #2. If you were to make a change in the Big Ten Baseball Program, which type would you introduce? 1. 2. 3. h. Split season Extended season Other type Undecided 62 #3. Would you approve or disapprove of a split season baseball program? 1. Approve 2. Disapprove 3. Undecided ##. Would you approve or disapprove of an extended program? 1. Approve 2. Disapprove 3. Undecided #5. Are there any other problems, suggestions, or changes you would make in adopting an extended program? Explain. #6. If you wish a summary of this report please check: 1e YOS 2. No APPENDIX B Dear Mr. The Big Ten Conference is very much interested in extending its baseball program into the summer months. Undoubtedly you are familiar with many of the reasons why this would be more beneficial to all concerned. Before undertaking this change however, it is important to find out how the players will accept and adjust to such a program which is the purpose of this survey. On the following page you will find a brief outline of'a hypothetical summer baseball program. The majority of base- ball coaches and athletic directors in the Big Ten Conference have expressed a desire for a program of this nature. However, in pg way does this necessarily infer that such a pragram will be adopted or even partly accepted or initiated in the near future. The final pages consist of a list of questions for you to answer. Your completeness and promptness in answering these questions will be of considerable help in realizing a summer baseball program. Sincerely yours, Ernie Myers EM:jg 53 6# HYPOTHETICAL BASEBALL PROGRAM FOR THE BIG TEN CONFERENCE Season The following two possibilities have been suggested: (All figures and dates are approximations) PLAN A: May 15 - August 5 (l) The conference season would be 11 weeks long (maybe 12), (2) Two weeks would be taken off near the first of June for finals. (3) A total of 27-36 Conference games would be scheduled (3 or # games with each school).* (#) Freshmen would become eligible upon obtaining their sophomore standings. (Probably #th week of the season) (5) It is possible that freshmen would be made eli- gible at the start of the season (On May 15). SEASON STARTS SEASON ENDS May 15 FINALS é Augu s t 5 SoPhomore standings achieved PLAN B: June 15 - August 5 to 10 (l) The conference season would be 7 (maybe 8) weeks long and played during the summer session only. (2) A total of 21-28 Conference games would be scheduled. (3) Sophomore standings would have been achieved and first year students would be eligible. *The number of games varies due to the number of weeks of competition, but also to the indecision of whether to play a weekend series of # seven inning games, or 2 nine and 1 seven inning games. 55 Program Characteristics (1) (2) (3) (#) Conference games would most likely be played on Fridays and Saturdays in a series of 3 or # games. Night games would be played at each schools dis- cretion. Spring trips would be discontinued, and most likely the conference trips would be increased to # and 5 on alternate years. Three consecutive years of competition would be allowed. This would be flexible to permit one to participate during any three of his four years. 2. 66 NAME POSITION YEAR OTHER VARSITY SPORTS SELECT APPROPRIATE ANSWERS Which would you prefer to play? a. Four 7 inning games on weekends b. One 9 inning game and two 7 inning games on weekends (present system) c. Undecided Would you be opposed to playing night games on a Friday or Saturday? a. Yes b. No c. Undecided Would you refrain from signing until graduation if you were playing under one of the outlined programs? a. Yes b. Probably c. No d. Doubtful e. Undecided Do you think the college baseball player plays enough (frequently and with a sufficient number of games) to reach his top level of performance and development each year? a. Yes be NO 0. Undecided 9. 10. 67 If one of the outlined programs had been in use, how would it have affected your decision to attend a Big Ten School? a. b. c. Would have been more inclined to attend Would not have any difference Undecided If the Big Ten were to switch to one of these outline during a. b. Ce d programs would you remain in school the summer to complete? Yes No Undecided How would you finance your schooling if you played &e b. Ce d. 6e (Answer only if you selected "c” in question 7) during the summer session? Work part-time during the year Make loans Drop out of school another term or semester to work Don't need support Undecided which term or semester would you drop out? a. b. 0. First Second Undecided (Answer only if you go to a semester or trimester school) Would you attempt to complete your schooling in less than three years? a. Yes b. No c. Undecided Which type of season would you prefer? a. b. Ce d. PLAN A - with season from May 1 to Aug. PLAN B - with season from June 15 to Aug. 5-10 Present system Undecided 5 68 11. Four or five of the Big Ten schools are interested in conducting a pilot study prior to committing themselves to a new program. These schools would play a summer schedule separate from the regular season. In case of such an occurrence would you remain in school during the summer to compete? a. Yes b. No 0. Undecided 12. (Answer only if on scholarship) Upon receiving your scholarship, would you have agreed to rein- burse the school if signing a professional contract prior to graduation? a. Yes b. No c. Undecided HICHIGRN STQTE UNIV. LIBRRRIES 1|||| illlll "I III! III I“!!! |||| "I‘ll! I“ NI Ill!“ ||| \llll ”Ill 3129301097309