The number of students enrolled in online courses continues to increase as the landscape of higher education evolves to meet the needs of the student population. With the growing number of online education students, and the necessity of programs to demonstrate learning effectiveness, it is essential for higher education institutions to compare the success of online students with their traditional classroom counterparts in terms of course outcomes (final project and course grades). This study used a quasi-experimental design to examine the relationship between the instructional delivery method (online vs. traditional classroom) and the course outcomes and satisfaction of students in selected sport management courses. Differences between instructional delivery method were found in motivational factors, satisfaction, and content knowledge. However, no significant differences were found with respect to final project and course grades. The findings from this study can assist sport management programs beginning to offer online education courses or looking to expand their online course offerings. The results demonstrate that instructional delivery method does not affect a student’s course outcomes in sport management courses, leaving them the ability to choose the educational delivery method best suited for their lifestyle and motivations.

Professional sport leagues suspended their seasons as Covid-19 became a part of daily life in March 2020, leaving stadiums and arenas across the country empty. Lost in the hysteria of the global pandemic has been the consequences that a lack of sports may have on many state and local government budgets in their efforts to fund their share of sport-related infrastructure expenditures. This commentary examines the history of public sector stadium financing in the U.S. and focuses on two current examples in Arlington, Texas and Las Vegas, Nevada. The discussion highlights innovative measures and risk-mitigation strategies implemented after the Great Recession. Public sector finance challenges due to Covid-19 are discussed, before offering recommendations on strategies to limit public infrastructure risk surrounding sport facilities moving forward.

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Exergames require users to actively participate in sports in real time. Individuals taking part in exergames can use the livestreaming platform Twitch to create and view related content. This study employed uses and gratifications theory to examine Twitch usage and the motives of viewers and content creators of Zwift, a bicycling exergame. Thematic analysis of semistructured interviews with 10 Twitch users revealed viewers and content creators shared the motives of interaction and knowledge. Viewers also identified the motives of community, fandom, and competition as important, while content creators were additionally motivated by accomplishments, brand, and broadcasting. These findings align with previous research of Twitch usage and offer advice for practitioners. The study also highlighted the importance of studying the underinvestigated exergames, providing an opportunity to grow this participation.

Increasing student persistence rates is imperative in higher education, as less than 60% of those who initially enroll in college full-time finish with a certificate or degree. Educators must ensure students are engaged with many facets of their educational experiences. Two strategies through which educators can engage students in the classroom, approaches to learning and learning styles, were examined. Researchers then assessed the relationships between these strategies and student success in the course (quiz scores and overall course grade). Findings suggest that the self-reported learning styles of students enrolled in sport management courses have little impact on student success. Thus, support was not found for the learning styles hypothesis. However, approaches to learning warrant attention, as students who employ strategic study skills are likely to achieve significantly higher course outcomes compared with those who utilize deep or surface study skills in the sport management discipline.