The Economics of Sports

Leeds, Michael A.; Allmen, Peter von

doi:10.4324/9781315510613

Cited by 19 publications

(19 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Only about 6% of high school football players and 3-4% of male and female basketball players compete on varsity teams accredited by the National Collegiate Athletic Association [3]. If participating in sports affects the acquisition of human capital, its impact should be greatest at the primary and secondary school level, where far more students take part in sports.…”

Section: Discussion Of Pros and Consmentioning

confidence: 99%

Youth sports and the accumulation of human capital

Leeds¹

2015

izawol

View full text Add to dashboard Cite

Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Terms of use: Documents in ProsYouth sports are an investment good as well as a consumption good. Time spent in youth sports adds to cognitive skills, such as performance on standardized exams in school. Time spent in youth sports adds to non-cognitive skills, such as self-discipline and the ability to work with others, which improve performance in the labor market. Enhanced human capital improves performance in school and in the labor market. Sports form part of a school district's or local government's core mission. eleVaTOR PiTchIn response to declining budgets, many school districts in the US have reduced funding for sports. In Europe, parents may respond to difficult economic times by spending less on sports clubs for their children. Such cuts are unwise if participating in sports is an investment good as well as a consumption good and adds to students' human capital. The value of sports is hard to measure because people who already possess the skills needed to succeed in school and beyond might be more likely to participate in sports. Most studies that account for this endogeneity find that participation in youth sports improves academic and labor market performance. aUThOR's MaiN MessaGeThe economic value of youth sports depends on whether participants do better in school and at work than non-participants. It is hard to test for such impacts because sports could be either a cause or a result of greater cognitive and non-cognitive skills. This endogeneity necessitates sophisticated methods of analysis. Most evidence supports the hypothesis that sports improve cognitive and non-cognitive skills. These findings justify continued support of sports by US school districts. They also suggest that European schools might want to expand their sports programs beyond basic fitness activities or that European governments might want to subsidize private sports clubs. consYouth sports are strictly a consumption good that has no positive impact on performance elsewhere. Time spent away from academic studies diminishes students' cognitive skills, which worsens their performance in school. Time spent away from academic studies diminishes the accumulation of non-cognitive skills that are valued by employers. Participating in youth sports worsens performance in school and the labor market. Funding youth sports is a waste of public resources. Youth sports and the accumulation of human capitalPositive contributions to cognitive and non-cognitive skills justify public s...

show abstract

Section: Discussion Of Pros and Consmentioning

confidence: 99%

Youth sports and the accumulation of human capital

Leeds¹

2015

izawol

View full text Add to dashboard Cite

show abstract

“…Economics is a field of study that affects our everyday life in many ways [40]. According to Leeds and von Allmen [40], "The challenge that faces students of economics is to learn just how all-encompassing the effects are and to develop the tools to understand them. That is where sports come in.…”

Section: Management Of a Sport Clubmentioning

confidence: 99%

“…Sports are a pervasive factor in how people feel about their communities and themselves". The field of sports economics covers a wide area of economic principles and students can better understand basic economic concepts through the lens of sports [40].…”

Section: Management Of a Sport Clubmentioning

confidence: 99%

“…For the extraction of the data a content analysis protocol was used based on the Conceptual content analysis and Weber's [44] Content Analysis Directive. More specifically, following the approach of Leeds von Allmen [40], the class book was content analyzed guided by the basic economic concepts of supply, demand, cost and pricing. Beyond these, there was researched the concept of budget (accounting) since it is a basic function of managerial economics closely related with the management of a sports club economics [41].…”

Section: Research Proceduresmentioning

confidence: 99%

See 1 more Smart Citation

Serious Game Top Eleven as an Educational Tool in Sports Economics

Afthinos

Manasis²,

Chrysanthopoulos

2021

IJSG

View full text Add to dashboard Cite

The aim of the present study is to explore the use of the serious game Top Eleven as an auxiliary educational tool in a sports economics undergraduate course. This attempt is warranted by the fact that serious games can provide real life/work experiences and set the ground for managerial – economics skills development. The selection of the specific serious game is based on the ample and varied sports economics data provided and its free of charge online accessibility. Following the case study methodology, a virtual football club was created and managed within Top Eleven. The stated research questions were based on the analysis and application of the generated data to a number of economic concepts identified in a specific sports economics textbook. Based on the analysis results, twelve out of 17 in total identified economic concepts were successfully analyzed using eleven economic data sources of items embedded in the game. The implementation phase showed that Top Eleven could be used as an educational supporting tool in the form of virtual internship for gaining of practical experience by applying sports economic concepts for the financial management of a professional football club. It is argued that the game offers a sensible working environment in sports economics and the associated sport management field.

show abstract

“…there appears to be no such worry about graduation rates. for example, women who play on basketball teams that reach the ncaa tournament's 'sweet 16' almost uniformly graduate at rates well above those of men whose teams reach the 'sweet 16' (see Leeds and von allmen, 2010). one would therefore expect policies aimed at improving graduation rates to have a greater impact on men than on women.…”

mentioning

confidence: 99%