From Crisis to De-escalation: An Examination of Politics in a U.S. High School Steroid Testing Program.

Preventing the use of performance enhancing drugs in sport has long been a concern for policymakers. In the United States, amidst national attention the state of Texas constructed the country's largest steroid testing program for high school athletes. However, resource allocation steadily declined until the program was defunded in 2015. Using escalation of commitment theory as a framework, this conceptual paper examines the critical, but less studied, role of politics and de-escalation behavior that directed this distinct sport situation. By combining policy and media documents with the academic literature, this paper allows for a greater understanding of how the steroid testing program was formulated and implemented, which may influence how policymakers address steroids among amateur athletes in the future. This paper also offers new opportunities for future research by highlighting a new sport context in which escalation of commitment theory applies and specifically noting the significant role politics can play in escalation or de-escalation decision making.

"I will change the world": The Intersection of Social Change and Male College Athletes' Leadership Perspectives.

Historically, men have been characterized as task-oriented leaders who are motivated by desires for autonomy, wealth, and power (17, 33). However, these "masculine" views of leadership might not accurately capture the leadership motivations of Millennial males as the views were developed in previous generations (4). Given the commitment of many Millennials towards socially responsible attitudes and behaviors (18, 25), we utilized a qualitative research design to examine the influence of social change on the leadership motivations of Millennial male intercollegiate athletes. In doing so, we found participants were motivated to lead in order to affect social change within their communities and within society. Our findings indicate a new perspective, one which includes a commitment to social change, is potentially needed when discussing "masculine" views of leadership.

Positive youth development: minority male participation in a sport-based afterschool program in an urban environment.

PURPOSE: As there is little research that investigates the experiences of minority boys participating in youth development programs (Fashola, 2003), the current research focused on a sport-based youth development program for early adolescent Black and Latino boys in Hartford, CT. Specifically, the present study explored (a) what attracted minority boys to participate in youth development programs, (b) what kept them involved, and (c) whether their involvement translated into positive developmental outcomes. METHOD: The study used semistructured individual interviews to collect data from 8 participants and their parents. The research team deductively coded interviews in accordance with the a-priori framework of the Five Cs and Sixth C of youth development (i.e., competence, character, caring, confidence, connection, and contribution; Roth & Brooks-Gunn, 2003). In addition, interviews were deductively coded to investigate why participants became involved in the program and why they continued participation. RESULTS: Findings from the study indicated that participants became involved with the Sport Hartford Boys (SHB) program mainly due to its emphasis on sport-related activities. Moreover, findings related to the youths' continued involvement revealed their value for the SHB program as a safe place that kept them out of trouble and provided experiences that led to positive personal development. Furthermore, results indicated that participation in the program facilitated the development of each "C" of youth development. CONCLUSION: By promoting positive relationships and providing opportunities for self-exploration in a safe and trusting environment, afterschool programs can cultivate positive youth development in minority boys, at least in the short-term.