Pay to Play? State Laws Related to High School Sports Participation Fees

Eyler, Amy A.; Piekarz‐Porter, Elizabeth; Serrano, Natalicio

doi:10.1097/phh.0000000000000813

Cited by 7 publications

(6 citation statements)

References 11 publications

(18 reference statements)

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“…This is a growing concern given school budget challenges and the emergence and expansion of pay-to-play policies. 33,34 Clinicians might consider specifically encouraging patients with ACEs to participate in team sports or other activities that build social support, particularly those with a low likelihood for physical injury or concussion. The American Academy of Pediatrics 13 suggests that pediatricians routinely screen for ACEs.…”

Section: Discussionmentioning

confidence: 99%

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Association of Team Sports Participation With Long-term Mental Health Outcomes Among Individuals Exposed to Adverse Childhood Experiences

et al. 2019

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IMPORTANCE Adverse childhood experiences (ACEs) are associated with long-term poor mental health. Less is known about factors that improve long-term mental health among those with ACEs. OBJECTIVE To evaluate, among those exposed to ACEs, whether team sports participation during adolescence is associated with better mental health in adulthood and whether the association between team sports participation and mental health varies by sex. DESIGN, SETTING, AND PARTICIPANTS This study used data from 9668 individuals who participated in waves 1 (1994-1995) and 4 (2008) of the National Longitudinal Study of Adolescent to Adult Health. Individuals were included if they had complete data on exposure to ACEs (physical and sexual abuse, emotional neglect, parental alcohol misuse, parental incarceration, and living with a single parent) and a valid sample weight. Statistical analysis was performed from November 6, 2017, to January 4, 2019. MAIN OUTCOMES AND MEASURES The association between team sports participation in grades 7 to 12 (wave 1) and diagnosis of depression and/or anxiety and current depressive symptoms (determined by Center for Epidemiologic Studies Depression scale-10 scores) at ages 24 to 32 years (wave 4) among individuals exposed to ACEs. Multivariable logistic regression models were weighted based on propensity scores for factors associated with team sports participation and controlled for individual, family, and school characteristics. Interaction terms tested whether associations between team sports participation and mental health varied by sex. RESULTS Of 9668 individuals included in the study (4470 male [50.0%]; mean [SD] age, 15.2 [1.75] years), 4888 (49.3%) reported 1 or more ACE and 2084 (21.3%) reported 2 or more ACEs. Among those with ACEs, team sports participation during adolescence was significantly associated with lower odds of receiving a diagnosis of depression (unadjusted rate, 16.8% vs 22.0%; propensity score-weighted [PSW] adjusted odds ratio [aOR], 0.76; 95% CI, 0.59-0.97) or anxiety (11.8% vs 16.8%; PSW aOR, 0.70; 95% CI, 0.56-0.89) and having current depressive symptoms (21.9% vs 27.5%; PSW aOR, 0.85; 95% CI, 0.71-1.01). There were no significant differences in associations between team sports participation and mental health by sex. Stratified analyses showed significant associations for all outcomes among males (depression: PSW aOR, 0.67 [95% CI, 0.46-0.99]; anxiety: PSW aOR, 0.66 [95% CI, 0.45-0.96]; depressive symptoms: PSW aOR, 0.75 [95% CI 0.56-0.99]) but only 1 outcome among females (anxiety: PSW aOR, 0.73; 95% CI, 0.54-0.98). CONCLUSIONS AND RELEVANCE Among individuals affected by ACEs, team sports participation in adolescence was associated with better adult mental health. Team sports may be an important and scalable resilience builder.

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Section: Discussionmentioning

confidence: 99%

“…For example, sports programs that require high fees for participation or that are limited to high-resource neighborhoods might exacerbate, rather than mitigate, health disparities associated with ACEs. This is a growing concern given school budget challenges and the emergence and expansion of pay-to-play policies …”

Section: Discussionmentioning

confidence: 99%

Association of Team Sports Participation With Long-term Mental Health Outcomes Among Individuals Exposed to Adverse Childhood Experiences

et al. 2019

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“…As such, they are less likely to perceive dependence and ego-extension. Of more importance, many PE teachers are coaches while after-school sport programs play an important role in the US (Eyler et al, 2019 ; Hodges et al, 2021 ). However, sports do not have the same role as that in the Chinese educational system, contributing less to the development of schools in China.…”

Section: Discussionmentioning

confidence: 99%

Cross-validation and modifications of the perceived mattering questionnaire—Physical education in Chinese inservice physical education teachers

Zhang

Liu

et al. 2022

Front. Psychol.

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This study aimed to provide evidence of validity and reliability for the Perceived Mattering Questionnaire-Physical Education (PMQ-PE) developed by Richards et al. (2017) for the Chinese physical education (PE) teachers. The PMQ-PE consisted of two factors (i.e., PE matters and PE teacher matters) with four items in each, measuring four dimensions (attention, importance, dependence, and ego-extension). PMQ-PE in Chinese (PMQ-PEC) was validated among 1,278 elementary and secondary school PE teachers in China, of whom 59.0% were secondary PE teachers and 70.2% were males. Confirmatory factor analysis (CFA) with the entire sample found a poor model fit. Then exploratory factor analysis (EFA) using half of the sample indicated there was only one factor in PMQ-PEC. CFA of the other half of the sample suggested a one-factor model with the elimination of three unfitted items showed a better fitness to the data. Cronbach's alpha value was also acceptable. The final version of PMQ-PEC included five items with one factor that demonstrated acceptable validity and reliability and was deemed acceptable among Chinese PE teachers after the above modifications were made.

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“… 3 There is considerable variation across states as to whether schools can charge fees, from whom, and for what activities and services (Eyler, Piekarz-Porter, & Serrano, 2019 ). …”

mentioning

confidence: 99%

“…There is considerable variation across states as to whether schools can charge fees, from whom, and for what activities and services(Eyler, Piekarz-Porter, & Serrano, 2019).4 This concept is drawn from insurance literature, whereby for example the use of deductibles would serve as a deterrent from risky behavior.…”

mentioning

confidence: 99%

Skin in the Game: A Policy Implementation Study of How School-Level Bureaucrats Set and Rationalize Advanced Placement Exam Fees for Low-Income Students

et al. 2021

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As part of their strategies to increase college readiness and reduce educational inequalities, at least 29 states subsidize Advanced Placement (AP) exam fees for low-income students. However, while Michigan’s state-level policy subsidized low-income student exams to $5 per exam, we found wide-ranging fee structures at high schools—from $0 to $50. Through a lens of policy implementation theory and using an embedded case study approach, this study examined this disjuncture between the state and school policies using interview data from 33 school personnel—counselors, AP Coordinators, administrators—in 31 high schools and state personnel in Michigan; state policy artifacts; and publicly available school data. We identified three major challenges—many schools hedged and set higher fees because they were unsure how much the legislature would approve each year; the state subsidy did not account for additional exam costs (e.g., exam proctors) that were passed down to the student; and the policy as written lacked enforceability and accountability. Policymakers were largely unaware of the amount schools ultimately charged low-income students. In the presence of an ambiguous policy and constrained resources, school personnel relied on their personal perspectives on fees and behavior (e.g., the need to reduce moral hazard and increase “skin in the game”) to rationalize low-income students fees. Together, these findings help explain how low-income students pay vastly different AP exam fees depending on the high school they attend in Michigan—with some schools severely impeding low-income students’ college preparatory opportunities.

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Pay to Play? State Laws Related to High School Sports Participation Fees

Cited by 7 publications

References 11 publications

Association of Team Sports Participation With Long-term Mental Health Outcomes Among Individuals Exposed to Adverse Childhood Experiences

Association of Team Sports Participation With Long-term Mental Health Outcomes Among Individuals Exposed to Adverse Childhood Experiences

Cross-validation and modifications of the perceived mattering questionnaire—Physical education in Chinese inservice physical education teachers

Skin in the Game: A Policy Implementation Study of How School-Level Bureaucrats Set and Rationalize Advanced Placement Exam Fees for Low-Income Students

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