{"id":143,"date":"2008-02-18T16:15:26","date_gmt":"2008-02-18T16:15:26","guid":{"rendered":""},"modified":"2013-11-26T21:15:43","modified_gmt":"2013-11-26T21:15:43","slug":"implementation-of-a-sport-management-major-within-an-undergraduate-exercise-and-sport-science-department","status":"publish","type":"post","link":"https:\/\/thesportjournal.org\/article\/implementation-of-a-sport-management-major-within-an-undergraduate-exercise-and-sport-science-department\/","title":{"rendered":"Implementation of a Sport Management Major Within an Undergraduate Exercise and Sport Science Department"},"content":{"rendered":"
Submitted by: Michael D. Kerr<\/div>\n

Abstract<\/p>\n

The purpose of this investigation was to develop an orderly process of implementing and establishing a sport management major within an undergraduate exercise and sport science department. This research examined and evaluated established, university-based, accredited undergraduate\u00a0sport management programs within the United States. It was an empirical study of developmental occupational competencies and areas of curriculum content, in terms of the relative importance of their inclusion\u00a0in a sport management major.<\/p>\n

<\/p>\n

A survey instrument developed by the researcher was employed to rank 30 competencies factors and 30 curriculum factors that might be included in a sport management major. The instrument was developed using the literature, a panel of experts, and a pilot study in which Cronbach’s alpha coefficient was employed to test the validity and internal consistency reliability of the instrument. The survey instrument was e-mailed to the coordinators of 71 university-based, accredited undergraduate sport management programs. Although 50 program coordinators returned the instrument, 2 surveys were incomplete and could not be used; 48 of the 71 instruments distributed thus were utilized in the research (67.6% response rate).<\/p>\n

The statistical analysis for this research included descriptive statistics to analyze the rankings of each of the competencies and curriculum content selections, as well as factor analysis to determine curriculum development based on these selections. The method of factor extraction used was the principal component method, and the method of rotation employed was the varimax rotation. Frequencies, percentages, means, mean rankings, and standard deviation were the descriptive statistics utilized. The factor analysis investigated areas within the competency and curriculum selections that demonstrated a high degree of correlation and thus could be\u00a0identified as clusters.<\/p>\n

The ranked order of the competency and curriculum selections, the results of the factor analysis, a review of literature, the compared responses of the sport management department coordinators, and the use of NASPE\/NASSM Sport Management Program Review Council standards have all served as guidelines for the investigator’s development of\u00a0a sport management major. The major has been\u00a0designed to provide students with the educational background necessary to function effectively as professionals in a dynamic and multifaceted sport management setting, while meeting the needs of a contemporary sport industry.<\/p>\n

Implementation of a Sport Management Major Within an Undergraduate Exercise and Sport Science Department<\/p>\n

In decades past, many college and university physical education programs concerning\u00a0professional preparation and career development placed an emphasis on\u00a0coaching and teacher training curricula. But the area of physical education has expanded rapidly in recent years, with a resulting proliferation of dynamic physical education career possibilities. Demand for teachers and coaches is ongoing, but there is\u00a0also\u00a0a growing need for qualified sport professionals in the area of sport management.<\/p>\n

Professional positions in sport require knowledge, skill, and ability beyond even what is represented by a degree in physical education. Many colleges and universities have established undergraduate and\/or graduate sport management programs in an effort to provide the requisite knowledge,\u00a0training, and field experience to students planning careers in the managerial and administrative portions of the sport industry. Other colleges and universities are just now choosing to implement such programs to keep pace with student interest in the sport industry. This study grew out of one institution’s decision to launch a sport management program, seeking to\u00a0identify a sound process and method to implement the\u00a0undergraduate\u00a0\u00a0major field of study within\u00a0its department of\u00a0exercise and sport science.<\/p>\n

Methods<\/p>\n

Participants in the study included 48 out of 71 coordinators of established,\u00a0university-based,\u00a0accredited undergraduate sport management programs within the United States who were electronically sent a study questionnaire (return rate of 67.6%). The instrument completed and returned by the 48 sought to identify the competencies and curriculum content\u00a0thought necessary for implementing and establishing a sport management major. The instrument, titled the Sport Management Questionnaire, was developed by the researcher through an identification of concepts and review of literature. A panel of experts assessed the development, reliability, and validity of this instrument, which asked respondents to rate how important each of a number of competencies and curriculum content areas was. The ratings were to reflect the participants’ expertise and experiences relating to their institutions’\u00a0undergraduate sport management programs. Ratings were assigned using a 5-point Likert scale (Leedy, 1997),\u00a0with anchors\u00a0ranging from 1 (not important<\/em>) to 5 (critically important<\/em>). The research involved 60 dependent variables, 30 reflecting competencies and 30 reflecting curriculum content. Statistical analysis performed during the research included (a) descriptive statistics\u00a0concerning ranking of competencies and curriculum content; (b) factor analysis determining curriculum development based on competencies and curriculum content, and (c) reliability analysis testing the reliability of the instrument. Statistical significance was accepted at an alpha level.<\/p>\n

Results<\/p>\n

Mean Range, Competency Items<\/em><\/p>\n

Table 1 indicates the pattern of total mean ranges of competency items indicated by the program coordinators; the mean values were obtained for each of the 30 competencies items, from 48 respondents. The mean values ranged from a high of 4.79 (Item 2, communication skills) to a low of 2.21 (Item 9, designing fitness programs).<\/p>\n

Table 1<\/p>\n

Mean Range, Frequency, and Competency Items<\/em><\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n
\n
<\/div>\n<\/td>\n
\n
Program Coordinators<\/div>\n<\/td>\n
<\/td>\n<\/tr>\n
Mean Range<\/td>\nCompetency Items<\/td>\nFrequency<\/td>\n<\/tr>\n
> 4.500<\/td>\n2, 11, 17, 23, 24<\/td>\n\n
5<\/div>\n<\/td>\n<\/tr>\n
4.000 – 4.499<\/td>\n1, 10, 14, 16, 18, 20, 29, 30<\/td>\n\n
8<\/div>\n<\/td>\n<\/tr>\n
3.500 – 3.999<\/td>\n3, 13, 15, 21, 22, 25, 27, 28<\/td>\n\n
8<\/div>\n<\/td>\n<\/tr>\n
3.000 – 3.499<\/td>\n6, 12, 26<\/td>\n\n
3<\/div>\n<\/td>\n<\/tr>\n
2.500 – 2.999<\/td>\n4, 5, 19<\/td>\n\n
3<\/div>\n<\/td>\n<\/tr>\n
2.000 – 2.499<\/td>\n7, 8, 9<\/td>\n\n
3<\/div>\n<\/td>\n<\/tr>\n
< 1.999<\/td>\nN\/A<\/td>\n\n
0<\/div>\n<\/td>\n<\/tr>\n
Total<\/td>\n<\/td>\n\n
30<\/div>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

According to the participating program coordinators, the top five competencies that should be included in a sport management major are, in order,<\/p>\n

    \n
  1. communication skills (Item 2) and making decisions (Item 23)<\/li>\n
  2. organizing or managing time (Item 24)<\/li>\n
  3. developing long- and short-range goals (Item 11)<\/li>\n
  4. computer skills (Item 17)<\/li>\n
  5. hiring and supervising staff or personnel (Item 18)<\/li>\n<\/ol>\n

    Mean Range, Curriculum Content\u00a0Items
    \n<\/em><\/p>\n

    Table 2 presents the pattern of total mean ranges of curriculum content items indicated by the program coordinators; the mean values were obtained for each of the 30 curriculum content items, from the 48 respondents. The mean values ranged from a high of 4.71 (Item 17, sport and business management) to a low of 1.63 (Item 13, physical education curriculum).<\/p>\n

    Table 2<\/p>\n

    Mean Range, Frequency, and Curriculum Content\u00a0Items<\/em><\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n
    <\/td>\n\n
    Program Coordinators<\/div>\n<\/td>\n
    		<\/td>\n<\/tr>\n
    Mean Range<\/td>\nCurriculum Content\u00a0Items<\/td>\nFrequency<\/td>\n<\/tr>\n
    > 4.500<\/td>\n10, 11, 17, 18, 27<\/td>\n\n
    5<\/div>\n<\/td>\n<\/tr>\n
    4.000 – 4.499<\/td>\n2, 3, 4, 5, 8, 12, 19, 20, 21, 22, 23, 26<\/td>\n\n
    12<\/div>\n<\/td>\n<\/tr>\n
    3.500 – 3.999<\/td>\n9, 16, 24, 25<\/td>\n\n
    4<\/div>\n<\/td>\n<\/tr>\n
    3.000 – 3.499<\/td>\n15, 28, 29, 30<\/td>\n\n
    4<\/div>\n<\/td>\n<\/tr>\n
    2.500 – 2.999<\/td>\n6,<\/td>\n\n
    1<\/div>\n<\/td>\n<\/tr>\n
    2.000 – 2.499<\/td>\n14,<\/td>\n\n
    1<\/div>\n<\/td>\n<\/tr>\n
    < 1.999<\/td>\n1, 7, 13<\/td>\n\n
    3<\/div>\n<\/td>\n<\/tr>\n
    Total<\/td>\n<\/td>\n\n
    30<\/div>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

    According to the participating program coordinators, the top five curriculum content areas that should be included in a sport management major are, in order,<\/p>\n

      \n
    1. sport and business management (Item 17)<\/li>\n
    2. sport finance (Item 18)<\/li>\n
    3. legal aspects of sport (Item 10)<\/li>\n
    4. organizational behavior and management (Item 11)<\/li>\n
    5. sport marketing and promotion (Item 27)<\/li>\n<\/ol>\n

      Factor Analysis, Competencies<\/em><\/p>\n

      Factor analysis performed with the data from the participating coordinators identified 5 clusters of competency items with 53.0% of the total variation. Titles were assigned to each of these 5 clusters of\u00a0competency items, as follows (Table 3):<\/p>\n

      Table 3<\/p>\n

      Competencies Clusters and Variance Accounted for by Each<\/em><\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
      Cluster 1<\/strong><\/td>\nHuman Resource Management<\/strong><\/td>\n12.60% of variance<\/td>\n<\/tr>\n
      Item 11<\/td>\nDeveloping Long- and Short-Range Goals<\/td>\n<\/td>\n<\/tr>\n
      Item 14<\/td>\nEvaluating Job Performance of Personnel<\/td>\n<\/td>\n<\/tr>\n
      Item 18<\/td>\nHiring and Supervising Staff and Personnel<\/td>\n<\/td>\n<\/tr>\n
      Item 22<\/td>\nMaintaining Personnel Records<\/td>\n<\/td>\n<\/tr>\n
      Item 25<\/td>\nOrganizing Students and Personnel<\/td>\n<\/td>\n<\/tr>\n
      Item 29<\/td>\nResponding to Positive and Negative Feedback<\/td>\n<\/td>\n<\/tr>\n
      Cluster 2<\/strong><\/td>\nLeadership and Organization Management<\/strong><\/td>\n11.35% of variance<\/td>\n<\/tr>\n
      Item 21<\/td>\nKnowledge of Sports<\/td>\n<\/td>\n<\/tr>\n
      Item 23<\/td>\nMaking Decisions<\/td>\n<\/td>\n<\/tr>\n
      Item 24<\/td>\nOrganizing and Managing Time<\/td>\n<\/td>\n<\/tr>\n
      Item 28<\/td>\nPreparing Job Descriptions<\/td>\n<\/td>\n<\/tr>\n
      Cluster 3<\/strong><\/td>\nMarketing and Financial Management<\/strong><\/td>\n10.55% of variance<\/td>\n<\/tr>\n
      Item 1<\/td>\nBudgeting<\/td>\n<\/td>\n<\/tr>\n
      Item 2<\/td>\nCommunication Skills<\/td>\n<\/td>\n<\/tr>\n
      Item 6<\/td>\nDesigning Advertisements<\/td>\n<\/td>\n<\/tr>\n
      Item 16<\/td>\nFund Raising<\/td>\n<\/td>\n<\/tr>\n
      Cluster 4<\/strong><\/td>\nAdministrative Management<\/strong><\/td>\n9.82% of variance<\/td>\n<\/tr>\n
      Item 3<\/td>\nControlling Allocation of Resources<\/td>\n<\/td>\n<\/tr>\n
      Item 19<\/td>\nKnowledge of First Aid and Safety Procedures<\/td>\n<\/td>\n<\/tr>\n
      Item 30<\/td>\nUnderstanding Sport and Business Law<\/td>\n<\/td>\n<\/tr>\n
      Cluster 5<\/strong><\/td>\nPlanning<\/strong><\/td>\n8.47% of variance<\/td>\n<\/tr>\n
      Item 8<\/td>\nDesigning Computer Programs<\/td>\n<\/td>\n<\/tr>\n
      Item 9<\/td>\nDesigning Fitness Programs<\/td>\n<\/td>\n<\/tr>\n
      Item 12<\/td>\nDeveloping Personnel Training Programs<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

      Factor Analysis, Curriculum Content<\/em><\/p>\n

      Factor analysis performed with the data from the participating coordinators identified 2 clusters of curriculum content items with 41.2% of the total variation. Titles were assigned to both clusters, as follows (Table 4):<\/p>\n

      Table 4<\/p>\n

      Curriculum Content Clusters and Variance Accounted for by Each<\/em><\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
      Cluster 1<\/strong><\/td>\nSport and Business Management<\/strong><\/td>\n25.38% of variance<\/td>\n<\/tr>\n
      Item 2<\/td>\nBusiness Communication<\/td>\n<\/td>\n<\/tr>\n
      Item 5<\/td>\nConsumer Behavior<\/td>\n<\/td>\n<\/tr>\n
      Item 8<\/td>\nHuman Resource Management<\/td>\n<\/td>\n<\/tr>\n
      Item 9<\/td>\nLabor-Management Relations<\/td>\n<\/td>\n<\/tr>\n
      Item 11<\/td>\nOrganizational Behavior and Management<\/td>\n<\/td>\n<\/tr>\n
      Item 12<\/td>\nPersonnel Management<\/td>\n<\/td>\n<\/tr>\n
      Item 17<\/td>\nSport and Business Management<\/td>\n<\/td>\n<\/tr>\n
      Item 18<\/td>\nSport Finance<\/td>\n<\/td>\n<\/tr>\n
      Item 19<\/td>\nSport Economics<\/td>\n<\/td>\n<\/tr>\n
      Item 21<\/td>\nSport Ethics<\/td>\n<\/td>\n<\/tr>\n
      Item 22<\/td>\nSport Facilities Management<\/td>\n<\/td>\n<\/tr>\n
      Item 23<\/td>\nSport Fund Raising<\/td>\n<\/td>\n<\/tr>\n
      Item 24<\/td>\nSport Governance<\/td>\n<\/td>\n<\/tr>\n
      Item 26<\/td>\nSport Leadership<\/td>\n<\/td>\n<\/tr>\n
      Cluster 2<\/strong><\/td>\nAdministration of Physical Education and Recreation<\/strong><\/td>\n15.83% of variance<\/td>\n<\/tr>\n
      Item 1<\/td>\nApplied Physiology of Exercise<\/td>\n<\/td>\n<\/tr>\n
      Item 6<\/td>\nFitness Management<\/td>\n<\/td>\n<\/tr>\n
      Item 7<\/td>\nHealth Education and Health Science<\/td>\n<\/td>\n<\/tr>\n
      Item 13<\/td>\nPhysical Education Curriculum<\/td>\n<\/td>\n<\/tr>\n
      Item 14<\/td>\nRecreation and Leisure Education<\/td>\n<\/td>\n<\/tr>\n
      Item 28<\/td>\nSport Philosophy<\/td>\n<\/td>\n<\/tr>\n
      Item 29<\/td>\nSport Travel and Tourism<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

      Conclusions<\/p>\n

      The results of this research allowed the investigator to develop an orderly process for designing, implementing, and establishing an undergraduate sport management major within a university\u00a0exercise and sport science\u00a0department. The procedures employed in designing the process included the following:<\/p>\n

        \n
      1. The 10 top-ranked curriculum content and competencies items were incorporated in the sport management major.<\/li>\n
      2. The results of factor analysis were employed to identify clusters of factors to serve as areas of emphasis within the sport management major.<\/li>\n
      3. Existing literature was evaluated and considered during the design process.<\/li>\n
      4. Curriculum standards set by NASPE\/NASSM\u00a0in 2000\u00a0were adopted as the foundation of the sport management major.<\/li>\n<\/ol>\n

        References<\/p>\n

        Alsop, W. L., & Fuller, G. F. (2001). Directory of academic programs in sport management.<\/em> Morgantown, WV: Fitness Information Technology.<\/p>\n

        Banks, A. L., & Wright, O. (2001). The top five employment opportunities in physical education higher education. Physical Educator, 58<\/em>(3), 150-158.<\/p>\n

        Boucher, R. L. (1998). Toward achieving a focal point for sport management:\u00a0A binocular perspective. Journal of Sport Management, 12<\/em>(1), 76-85.<\/p>\n

        Cuneen, J., & Sidwell, M. J. (1998). Evaluating and selecting sport management undergraduate programs. Journal of College Admissions, 158, <\/em>6-13.<\/p>\n

        Kelley, D. R., Beitel, P. A., DeSensi, J. T., & Blanton, M. D. (1994). Undergraduate and graduate sport management curricular models:\u00a0A perspective. Journal of Sport Management, 8<\/em>(2), 93-101.<\/p>\n

        Lambert, T. (1999). Thorstein Veblen and the higher learning of sport management education. Journal of Economic Issues, 33 <\/em>(14), 973-983.<\/p>\n

        Leedy, P. D. (1997). Practical research: Planning and design <\/em>(6th ed). Upper Saddle River, NJ: Prentice Hall.<\/p>\n

        National Association of Sport and Physical Education, North American Society for Sport Management. (2000). Sport management program standards and review protocol.<\/em> Reston, VA: Author.<\/p>\n

        Parkhouse, B. L., & Pitts, B. G. (2001). Definition, evolution, and curriculum. In B. L. Parkhouse (Ed.), The management of sport <\/em>(pp. 2-14). New York: McGraw-Hill.<\/p>\n

        Pitts, B. G. (2001). Sport management at the millennium:\u00a0A defining moment. Journal of Sport Management, 15<\/em>(1), 1-9.<\/p>\n

        Steir, W. F. (2001). Sport management: The development of sport management perspectives. In D. Kluka & G. Schilling (Eds.), The business of sport <\/em>(pp. 39-56). Oxford, Oxfordshire, England: Meyer & Meyer Sport.<\/p>\n

        Weese, J. W. (2002). Opportunities and headaches: Dichotomous perspectives on the current and future hiring realities in the sport management academy. Journal of Sport Management, 16<\/em>(1), 1-17.<\/p>\n

        Author Note<\/p>\n

        Michael D. Kerr, D.S.M.<\/p>\n","protected":false},"excerpt":{"rendered":"

        Submitted by: Michael D. Kerr, D.S.M.<\/div>\n

        Abstract<\/strong><\/p>\n

        The
        \n purpose of this investigation was to develop an orderly process
        \n designed to
        \n implement and establish a sport management major within an
        \n undergraduate Exercise and Sport Science Department. This
        \n research examined and evaluated established and accredited
        \n undergraduate university based sport management programs within
        \n the United States. This investigation was an empirical study
        \n of developmental occupational competencies and areas of curriculum
        \n content ranked by importance for inclusion in a sport management
        \n educational program.<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"jetpack_post_was_ever_published":false,"jetpack_publicize_message":"","jetpack_is_tweetstorm":false,"jetpack_publicize_feature_enabled":true,"jetpack_social_options":[]},"categories":[290,292,293,291,296],"tags":[49,8,31,47],"jetpack_publicize_connections":[],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p4btio-2j","jetpack-related-posts":[{"id":118,"url":"https:\/\/thesportjournal.org\/article\/student-fundraising-at-beijing-university-of-physical-education\/","url_meta":{"origin":143,"position":0},"title":"Student Fundraising at Beijing University of Physical Education – A Practical Experience for Chinese Sports Management Students","date":"February 14, 2008","format":false,"excerpt":"Submitted by: Reginald F. Overton, Ed.D. 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Christopher Brown is an Associate\u2026","rel":"","context":"In "Sports Management"","img":{"alt_text":"Table 1","src":"https:\/\/i0.wp.com\/thesportjournal.org\/wp-content\/uploads\/2017\/09\/Table1.png?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":303,"url":"https:\/\/thesportjournal.org\/article\/sport-management-field-experiences-the-impact-of-the-federal-labor-standards-act-on-internships\/","url_meta":{"origin":143,"position":2},"title":"Sport Management Field Experiences: The Impact of the Federal Labor Standards Act on Internships","date":"April 2, 2008","format":false,"excerpt":"Submitted by: David Gargone, United States Sports Academy Doctoral Student Abstract This paper examines the importance of the internship experience in sport management curriculums and how field experiences are affected by the Federal Labor Standards Act (FLSA). The academic discipline of sport management relies heavily on internships to assist students\u2026","rel":"","context":"In "Contemporary Sports Issues"","img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":229,"url":"https:\/\/thesportjournal.org\/article\/gender-age-and-race-as-predictors-of-sports-viewing-behavior-of-sport-management-undergraduates\/","url_meta":{"origin":143,"position":3},"title":"Gender, Age, and Race as Predictors of Sports-Viewing Behavior of Sport Management Undergraduates","date":"March 7, 2006","format":false,"excerpt":"Submitted by: Ashley K. Gibson & Dan Drane Abstract In what has traditionally been a white male-dominated industry, there are a growing number of females and minorities assuming the position of sport manager. This trend is attributed to increasing opportunities for female and minority participation in sport organizations at various\u2026","rel":"","context":"In "Contemporary Sports Issues"","img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":17,"url":"https:\/\/thesportjournal.org\/article\/describing-sport-management-practitioners-information-technology-it-competence-and-training-needs\/","url_meta":{"origin":143,"position":4},"title":"Describing Sport Management Practitioners\u2019 Information Technology (IT) Competence and Training Needs","date":"January 7, 2008","format":false,"excerpt":"Submitted by: Gregory J. Letter, Daniel D. Drane, Jaime Orejan **ABSTRACT** This descriptive, exploratory research aimed to describe sport management practitioners\u2019 information technology (IT) competence, usage rates, and training needs. Specifically, the research examined how IT software training affects IT competence and usage rates. In addition, the research examined the\u2026","rel":"","context":"In "Contemporary Sports Issues"","img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":52,"url":"https:\/\/thesportjournal.org\/article\/lausanne-declaration-on-doping-in-sport\/","url_meta":{"origin":143,"position":5},"title":"Lausanne Declaration on Doping in Sport","date":"February 11, 2008","format":false,"excerpt":"The World Conference on Doping in Sport, with the participation of representatives of governments, of inter-governmental and non-governmental organizations, of the International Olympic Committee, the International Sports Federations (IFs), the National Olympic Committees (NOCs) and of the athletes, declares: Education, prevention and athletes' rights The Olympic oath shall be extended\u2026","rel":"","context":"In "Contemporary Sports Issues"","img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]}],"_links":{"self":[{"href":"https:\/\/thesportjournal.org\/wp-json\/wp\/v2\/posts\/143"}],"collection":[{"href":"https:\/\/thesportjournal.org\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/thesportjournal.org\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/thesportjournal.org\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/thesportjournal.org\/wp-json\/wp\/v2\/comments?post=143"}],"version-history":[{"count":2,"href":"https:\/\/thesportjournal.org\/wp-json\/wp\/v2\/posts\/143\/revisions"}],"predecessor-version":[{"id":1168,"href":"https:\/\/thesportjournal.org\/wp-json\/wp\/v2\/posts\/143\/revisions\/1168"}],"wp:attachment":[{"href":"https:\/\/thesportjournal.org\/wp-json\/wp\/v2\/media?parent=143"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/thesportjournal.org\/wp-json\/wp\/v2\/categories?post=143"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/thesportjournal.org\/wp-json\/wp\/v2\/tags?post=143"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}