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Context: Baseball is a popular sport in the United States, with widespread play among secondary school student-athletes. Baseball-related injuries may vary based on community-level socioeconomic status of schools. Objective: To describe the injuries sustained by secondary school baseball players from schools categorized by community-level socioeconomic status. Design: Cross-sectional study design. Setting: Data (2014/15-2018/19 academic years) were obtained from the National Athletic Treatment, Injury, and Outcomes Network (NATION-SP) Participants: Secondary school baseball athletes. Main Outcome Measures: Frequencies and percentages of injuries, injury rates, and competition/practice injury rate ratios (IRR) were reported by the community-level socioeconomic status (ie, affluent, average wealth, disadvantaged) where each school is located. Results: NATION-SP captured 320 baseball injuries across 140,619 total athlete exposures (AEs), for an overall injury rate of 2.4/1,000 AEs. Of those, 52% occurred among athletes in 24 schools situated in affluent communities, 15.6% occurred in 12 schools from average wealth communities, and 32.5% occurred in 12 schools located in disadvantaged communities. The largest injury rate was schools located in disadvantaged communities (3.3/1000 AE), followed by affluent (2.3/1000 AE) and average wealth (1.4/1000 AE) communities. On average, schools from affluent and disadvantaged communities had higher injury rates during competition than during practice (affluent: IRR=1.5, 95% CI=1.11, 2.05; disadvantaged: IRR=1.6, 95% CI=1.12, 2.41). Frequencies of many injury characteristics were consistent in schools across community-level socioeconomic status with contact, sprain/strain, and non-timeloss ranking highest in terms of injury mechanism, diagnosis, and time loss, respectively. Shoulder/clavicle was most frequent body part injured in schools in average and disadvantaged wealth communities, and ankle was most frequent in schools in affluent communities. Conclusions: Baseball athletes playing in schools located in disadvantaged wealth communities had the largest overall injury rate, followed by schools in affluent, and average wealth communities. Across most injury characteristics, a consistent trend emerged regardless of community-level disadvantage, with the highest baseball injury rates resulting from contact mechanisms, diagnosed as sprains or strains, and classified as non-time- loss injuries. While many injury patterns are consistent across socioeconomic communities, examining injuries through the lens of community-levels of disadvantage provides insight into subtle differences that could information targeted prevention strategies or resource needs.

Data linking 1972 and 1992 adolescent skill endowments to adult outcomes reveal increasing complementarity between cognitive and social skills. In fact, previously noted growth in demand for cognitive skills affected only individuals with strong endowments of both social and cognitive skills. These findings are corroborated using Census and CPS data matched with Dictionary of Occupational Titles (DOT) job task measures; employment in and earnings premia to occupations requiring high levels of both cognitive and social skill grew substantially compared with occupations that require only one or neither type of skill, and this emerging feature of the labor market has persisted into the new millennium.

Between 1972 and 1978 U.S. high schools rapidly increased their female athletic participation rates in order to comply with Title IX. This paper examines the causal implications of this expansion by using variation in the level of boys' athletic participation across states before Title IX to instrument for change in girls' athletic participation. Analysis of differences in outcomes across states in changes between pre- and postcohorts reveals that a 10 percentage point rise in state-level female sports participation generates a 1 percentage point increase in female college attendance and a 1 to 2 percentage point rise in female labor force participation.

Background: Anterior cruciate ligament (ACL) injuries are among the most common serious injuries to athletes in the United States. Among high school sports, the highest rates of ACL injury occur in soccer and football. Purpose: To compare ACL injuries on artificial turf and natural grass using a nationally representative sample of high school athletes participating in football and boys’ and girls’ soccer. Study Design: Descriptive epidemiology study. Methods: ACL injuries among high school athletes participating in football and soccer were obtained from the High School Reporting Information Online surveillance system during the 2007-08 through 2018-19 school years. National estimates and injury proportion ratios (IPRs) with 95% CIs were calculated for ACL injuries that occurred on artificial turf versus natural grass. Results: A total of 1039 ACL injuries were reported, which represented an estimated 389,320 (95% CI, 358,010-420,630) injuries nationally. There were 74,620 estimated football-related ACL injuries on artificial turf and 122,654 on natural grass. Likewise, 71,877 of the estimated soccer-related ACL injuries occurred on artificial turf and 104,028 on natural grass. A contact-injury mechanism accounted for 50.2% of football-related ACL injuries on artificial turf and 60.8% on natural grass. For soccer-related ACL injuries, a noncontact mechanism predominated on artificial turf (61.5%) and natural grass (66.4%). Among all injuries, ACL injuries were more likely to occur on artificial turf than natural grass in both football (IPR, 1.23 [95% CI, 1.03-1.47]) and girls’ soccer (IPR, 1.53 [95% CI, 1.08-2.16]); however, no significant association was found in boys’ soccer (IPR, 1.65 [95% CI, 0.99-2.75]). Among lower extremity injuries, ACL injuries were more likely to occur on artificial turf than natural grass in both boys’ soccer (IPR, 1.72 [95% CI, 1.03-2.85]) and girls’ soccer (IPR, 1.61 [95% CI, 1.14-2.26]); however, the association was not significant in football (IPR, 1.17 [95% CI, 0.98-1.39]). Conclusion: ACL injuries were more likely to occur (ie, had larger IPRs) on artificial turf than natural grass; however, this relationship was not statistically significant for all sports.

Background: Adaption for school life is important for all students. As for athletic students, since they need to cope with schoolwork and extensive training, adaption for school life could be very challenging. Taking this into consideration, the purpose of this study was to explore the factors which may help high school athletic students’ adaption of school life. Owing to this, the study explored previous researches and proposed four hypotheses: the first two hypotheses proposed that athletes’ positive emotion will have positive impacts on both their interpersonal relationships and adaption of school life; the third hypothesis suggests that athletes’ interpersonal relationships will have positive impacts on their adaption of school life and the fourth hypothesis suggested that interpersonal relationships play a mediating role among the positive emotion’s effect on adaption of school life. Methods: A total of 800 structured questionnaires were distributed to eleven high schools with athletic class students for data collection with a valid return rate of 90.6%. Structural equation modelling was used to test the relationship among them. Results: The result showed that positive emotion (β = 0.72, p < 0.05) and interpersonal relationships (β = 0.34, p < 0.05) had positive impacts on students’ adaption of school life with a predictive power of 68%. In addition, positive emotion also affected students’ school life adaption through interpersonal relationships. Conclusion: The study confirmed the positive emotion can have significant influences on student athletes’ interpersonal relationships and school life adaption. Implications: According to our findings, we suggest to encourage and promote athletes’ positive emotions so to help them have better interpersonal relationships and school life adaption.

Background The health benefits of physical activity are widely established, including decreased risk for disease and improved mental well-being. Yet many children, adolescents, and adults do not meet the minimum recommendations specified in current public health guidelines and physical activity is known to decrease during the life course. The aim of this study was to identify background or personality characteristics that predict whether a healthy 25 year-old would become a physically active 75 year-old. This could have powerful implications for targeting physical activity and health interventions. Method A unique data set was collected of 712 healthy United States males who passed a rigorous physical exam in the 1940s and who were surveyed 50 years later (in 2000). Their physical activity level after 50 years was correlated and regressed across a wide number of demographic, behavioral, and personality variables from when they were 50 years younger. Data was analyzed in 2012. Results In contrast to prior beliefs, self-rated personality profile as a young man had little predictive influence on later-life physical activity. Instead, the single strongest predictor of later-life physical activity was whether he played a varsity sport in high school, and this was also related to fewer self-reported visits to the doctor. Conclusion Encouraging systematic or frequent physical activity at a young age - whether through school sports or club opportunities - might be the best investment in long-term activeness. This is relevant at a time when funding for many sports programs is being eliminated and play time is being replaced with screen time.

PurposeThe coach−athlete relationship mediates the relationship between sports participation and student-athlete character, health and well-being outcomes. High school athletic administrators (AAs) can provide critical leadership, mentorship and direction for coaches to optimize student-athlete performance and human development. Social and emotional learning (SEL) is an evidence-based approach to developing adult and student competencies for holistic development across the lifespan that has been primarily performed and researched in the classroom. The purpose of this research is to capture the lived experiences of AAs applying a novel SEL-based curriculum (InSideOut Initiative, ISOI) with coaches and student-athletes in high school sports.Design/methodology/approachInterviews of 10 AAs captured their lived experiences of applying SEL-based leadership and coaching and their perception of its impact on coaches and student-athletes in high school athletics.FindingsAAs described leadership and coaching that are characterized by (1) safety, support and mentorship; (2) skill and support-based behavior modeling; (3) trusting, loving and supportive relationships; (4) self-reflection of values/beliefs and behaviors that impact self, student-athlete and culture; (5) the influence of emotions on the aforementioned; (6) the ability to have a long-term, sustainable impact on student-athletes and (7) alignment with their immediate environmental context.Research limitations/implicationsThe data captured in this study suggest that ISOI-trained AAs practice SEL-competent leadership and coaching. Evaluation of the novel application of SEL-based interventions in athletics will be useful to understanding their effects on participant social and emotional competencies and outcomes traditionally associated with classroom-based SEL applications.Practical implicationsAthletic administrator interviews describe an approach to high school sports that requires a reconceptualization of the purpose of athletics. When the high school sport operates as a curriculum, integrated opportunity for its student-athletes and athletic administrator and coach leadership aligns with this overarching philosophy, there may be increased potential for positive youth development.Originality/valueThe results of this research are valuable in demonstrating preliminary evidence of how SEL-based leadership and coaching is applied and impacts adult and student-athletes in a unique sport context.

Positive and strong relationships among various stakeholders are essential for the sustainable management of an organization. Despite growing interest in how various sport organizations manage stakeholders to promote social sustainability, there remains a gap in stakeholder and sustainability research in high school athletics. The purpose of this study was to examine how the social sustainability of sport organizations (i.e., high school athletics) were maintained during decision-making processes. Specifically, this study used a qualitative case study framed by stakeholder theory to investigate how the relevant decision-makers in high school athletics (i.e., principals and athletic directors) manage other stakeholders in their departmental decision-making processes to promote the sustainability of their athletic department. Two high schools from the US and South Korea, one from each country, were selected as the cases for the current study. Semi-structured interviews regarding stakeholder management in departmental decision-making processes were conducted with four individual interviewees, including the principals and athletic directors of each high school. The results of this study illustrated that both the US and the South Korean high school athletic departments utilized stakeholder engagement strategy in their departmental decision-making processes. The principals and athletic directors recognized the importance of communicating with other stakeholders and engaging them in athletic department decisions. Specifically, the organizational decisions of both high school athletic departments were made in consultation with the main internal stakeholders of the athletic department (i.e., the principal and athletic director) as well as other various stakeholders (e.g., parents, coaches, alumni association).

Scholastic sport is a double-edged sword that can have positive or negative effects. Whether those effects are positive or negative depends on those who wield that sword — chiefly, the school’s sports coach. While it is clear that coaches make a difference in ensuring that educational athletics lead to beneficial outcomes for student-athletes, a key question is what does good coaching involve? Luckily, researchers have been studying coaching effectiveness for some time and have discovered a number of important principles. Effective coaches have well thought-out coaching philosophies that align with educational athletic and school goals; share decision making with their athletes and provide rationale for their coaching actions; build strong coach-athlete relationships; create caring and supportive emotional climates; and are knowledgeable and good teachers.

People are renowned for their failure to consider alternative hypotheses. We compare neglect of alternative causes when people make predictive versus diagnostic probability judgments. One study with medical professionals reasoning about psychopathology and two with undergraduates reasoning about goals and actions or about causal transmission yielded the same results: neglect of alternative causes when reasoning from cause to effect but not when reasoning from effect to cause. The findings suggest that framing a problem as a diagnostic-likelihood judgment can reduce bias.