Student Athletes Are Deserving Of Economic Remuneration

The seven most popular sports (in order) in the United States are: NFL, MLB, NCAAF, auto racing, NBA, NHL, and NCAAM (Rovell, 2014). Five of the sports included are professional where the athletes are paid. However, two of them--NCAAF and NCAAM--are amateur sports headed by student-athletes who are not paid. When these college sports are on par with professional organizations that are worth billions of dollars, then the amateurism behind the NCAAF and NCAAM is questioned. In fact, the NCAA generates almost a billion dollars annually. Since the athletes in question are amateur student-athletes, paying them might damage the integrity of the sports. Therefore, there is an ongoing contested debate over whether student athletes are deserving of†¦show more content†¦However, amateurism is an illusion because the NCAA â€Å"insatiably embrace[s] commercialism in all facets of intercollegiate athletics except on a single issue — athlete compensation† (Zola, 2013). The 1980s is where NCAAM and NCAAF exploded as businesses. The Supreme Court, in 1984, struck down the NCAA’s restrictions on television appearances. This coincided with the government deregulation of cable television and, ultimately, led to massive television contracts and sports stations covering NCAAM and NCAAF. As the athletic departments of universities expanded profoundly, they continued to reiterate the student in student-athletes. By doing so, they built the boundary up as an effective defense from allowing college athletes to get a cut of the newfound income. In 1988, the NCAA became an effective private institution when the Supreme Court ruled against Jerry Tarkanian and allowed the NCAA to dismiss due process during their investigations. Amateurism, in the sake of college football and men’s basketball, is a falsehood and a boundary created by the NCAA and enforced by college coaches and athletic departments. The meaning behind the category of student-athletes wa s empowered by the NCAA in the 1950s to fend off lawsuits and implement the sanctity of college sports as amateur sports. The NCAA’s moral authority lies in the term â€Å"student-athlete† and â€Å"is meant to conjure the nobility of amateurism, and the precedenceShow MoreRelatedShould College Athletes Be Paid?3174 Words   |  13 PagesShould College Athletes Be Paid? College sports are a highly paid business. It is produced sold just like all other commercial products. The NCAA generated over $70 million in the basketball tournaments. Schools who made it to the finale instantly earned over $1.3 million. $275 thousand was given to those who were invited to the tournament. Football is just the same. The (1988-89) seasons produces $53 million and $66 million and was split between all participating schools. College athletes should receiveRead MoreOverview of Hrm93778 Words   |  376 PagesHuman Resource Management (MGT501) VU MGT - 501 T his subject/course is designed to teach the basic principles of Human Resource Management (HRM) to diverse audience/students, including those who are studying this as a supporting subject for their bachelor degree program. This course is designed to provide you the foundations of HRM whether you intend to work in HRM or not, most of these elements will affect you at some point in your career. Either you will be working with some organizationsRead MoreOrganisational Theory230255 Words   |  922 Pagessterling service in bringing together the very diverse strands of work that today qualify as constituting the subject of organisational theory. Whilst their writing is accessible and engaging, their approach is scholarly and serious. It is so easy for students (and indeed others who should know better) to trivialize this very problematic and challenging subject. This is not the case with the present book. This is a book that deserves to achieve a wide readership. Professor Stephen Ackroyd, Lancaster UniversityRead MoreDeveloping Management Skills404131 Words   |  1617 Pages xvi CONTENTS P R E FA C E What’s New in This Edition? Based on suggestions from reviewers, instructors, and students we have made a number of changes in the eighth edition of Developing Management Skills. †¢ Added new skill assessments in Chapter 1 and a new case in Chapter 3. †¢ Revised parts of the book to reflect suggestions and feedback from instructors and students. †¢ Clarified instructions for scoring skill assessments and updated the comparison data for each assessment. †¢ Updated