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CLUB SOCCER’S RETURN ON INVESTMENT IN RELATION
TO COLLEGIATE SCHOLARSHIPS
by
Dylan Flickinger
A Capstone Project Submitted to the Faculty of
West Chester University of Pennsylvania
2015
in Partial Fulfillment of the Requirements for the Degree of
Master of Public Administration with a graduate certificate in
Sport and Athletic Management

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© Copyright 2015 by Dylan Flickinger
All Rights Reserved

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Executive Summary
This capstone project is an in-depth look at the correlation between club soccer and its return on
investment in relation to collegiate scholarships. Each year, the cost to attend a college or
university seems to be rising. In order to offset this cost, athletes are using athletic scholarships
as a way to pay for their education. To secure an athletic scholarship, countless hours and money
are spent by families to obtain the best coaching and playing opportunities. In this paper, the cost
of tuition to attend a college or university is explored in order to determine why students and
their parents are pursuing club sports so fervently. The physical and time demands of a student-
athlete are observed to determine if the push to pursue athletics is detrimental to an adolescent’s
overall growth. Next, the tense relationship between club soccer and high school soccer is
highlighted in order to portray the evolving landscape of youth sports in the United States.
Lastly, an analysis is conducted with collegiate soccer players to establish conclusive results on
whether club soccer is a good return on investment for players and their families. The results
show that while some soccer players obtain scholarships, the number is few. Rather, the physical,
mental, and social benefits are the true reward experienced by most youth soccer players.

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Table of Contents
List of Illustrative Materials……………………………..……………………………………….v
Introduction………………………………………………………………………………………1
Literature Review………………………………………………………………………………...4
Cost of Attending College for a Student-Athlete………………………………………...5
Negative Impacts of Sport………………………………………………………………..7
Positive Impacts of Sport………………………………………………………………..10
Soccer Clubs and Their Relationship with High School Athletics…………………...…12
Literature Review Conclusion…………………………………………………………..15
Analysis……………………………………………………………………………………...….16
Methodology…………………………………………………………………………….17
Analysis Evaluation Management………………………………………………………18
Stakeholder Engagement………………………………………………………………..19
Analysis Focus…………………………………………………………………………..21
Analysis Results………………………………………………………………………....26
Interview Analysis……………………………………………………………………….31
Conclusion……………………………………………………………………………………….32
Appendices………………………………………………………………………………………35
Appendix A – Qualtrics Survey……………….………………………………………...35
Appendix B – Institutional Review Board Application……………..……………...…...37
Appendix C – Logic Model……………………………………………………………...44
References……………………………………………………………………………………….45

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List of Illustrative Materials
Table 1 – Scholarship Amount………………………………………………………………..28
Table 2 - Best Collegiate Preparation…………………………………………………………29
Table 3 – Ranking of Factors………………………………………………………………….30

6. 1
Introduction
As tuition costs of colleges and universities continue to increase at alarming rates in the
United States, families are looking for ways to help cover some of those costs. One way parents
are doing this is by encouraging their children to pursue a hobby or sport that they like, in hopes
of one day securing an athletic scholarship. As youth sports continue to grow at a substantial rate
in the United States, the pressure on parents to get their children the best coaches and best
playing opportunities increases. Club sports, because of their popularity, have reached a point
where they almost overshadow high school athletics. Club sports are thought to have better
coaches, who will give specialized instruction to athletes, and give athletes more exposure to
college coaches who attend tournaments. With specialized instruction, more playing
opportunities, a higher level of competition, and greater exposure to collegiate coaches, the hope
for parents and players is of monetary return in the form of scholarships when an athlete attends
college.
This capstone project seeks to answer the question of whether or not playing a club sport
increases a student’s chances of receiving a college athletic scholarship, rather than exclusively
playing for their high school. The information and data collected in this thesis paper is highly
relevant to the athletic business and management field. It is also relevant to families that do not
have the expendable income to spend on club athletics without some justification of the reward
being sought after.
To make definitive findings on every single club sport would be extremely challenging.
Therefore, this capstone project will focus exclusively on the sport of soccer. In the United
States, soccer has been a sport that has long been overshadowed by mainstream sports, such as
football, basketball, baseball, or hockey. However, as evident by the growing numbers in the last

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decade, and spurred on by successful campaigns by the United States Men’s National Team in
the last few World Cup tournaments, soccer is an upward trending sport in the United States. In
1990, only 1,615,041 youth soccer players were registered with the United States Youth Soccer
Association (USYSA). In 2014, there were 3,055,148 youth soccer players registered (Key,
2015). These numbers are lower than the actual amount of youth soccer players in the U.S.,
because they only represent club soccer players, and do not high school soccer players.
First, to define club sports, we will classify this variable as any organized, athletic
training or competition done with an affiliated club organization such as the USYSA, the
Amateur Athletic Union (AAU), or the Olympic Development Program (ODP). This club cannot
be affiliated with any school-sponsored activities, as we are separating these two variables to be
compared. To further enhance the quality of our research question, the club sport variable will be
broken down further to assess the training and competition within a specific club. The type of
club (beginner, intermediate, or premier level) may have bearing on the amount of scholarship
opportunity an athlete receives.
Next, athletic scholarship opportunity can be broken down into several different
categories. First, the monetary amount will be recorded, the number of different colleges and
universities that offered scholarships will be recorded, and the division level of each college or
university will be recorded. While the actual monetary amount offered to an athlete is very
important, factors such as having numerous options, and level of play are also important factors
for athletes to consider when choosing a school to attend. These three factors are key in defining
athletic scholarship opportunity.
Obviously, there are other factors than competing with a high school or club team that
make an athlete successful, such as time spent playing the sport while not participating with

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school or club. These factors may increase an athlete’s chances of getting a scholarship, and
would therefore reduce the validity of our research. In order to determine if these factors do
impact scholarship opportunity, athletes will also be asked to provide an amount of time per
week spent playing/practicing/training for a sport outside of time spent with their high school or
club. This question will help us better determine the effect of club and high school sports rather
than outside factors.
Further, it is quite possible that an athlete was recruited to play soccer at a specific
college and was offered scholarship money to attend that school, but they did not choose it based
on the amount of money offered. The athlete could choose a school based on prestige, family that
has attended the school in the past, friends on the team, or a variety of other reasons. These
reasons for attending school based on factors other than athletic scholarship present a question of
validity to our research because this study assumes that money offered to an athlete is the
motivating factor to attend a specific college or university. Throughout the research, questions
will be asked to soccer players in a way that attempts to minimize these factors that add
limitations to the research.
The first section of this thesis paper will be a number of brief literature reviews about the
main topics being discussed in the paper. These topics include the cost of attending college for a
student-athlete, an overview of the physical demands and time requirements of a collegiate
athlete, an overview of club soccer and it’s growing presence in the youth soccer landscape in
the United States, and the tense relationship between club soccer and high-school soccer.
The next section will be the actual analysis of the main topics of the thesis paper. To
begin the analysis of this topic, information pertaining to collegiate soccer players will be
collected through the use of online surveys. These surveys will help to determine the player’s

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soccer playing experience at the youth level, the player’s collegiate recruiting experience, the
amount of scholarships offered, their current collegiate status, and other vital information about
their club soccer experience. After this data has been gathered, the information will then be used
to draw comparisons in the data between players who played club soccer and players who played
for their high school teams. Ultimately, a determination will be made about whether playing club
sports increases a student’s chances of receiving a college athletic scholarship, rather than just
playing for their high school.
Along with the surveys, an analysis of an interview with a current youth club soccer
coach has been included in this research. The interview gives professional perspective on the
club vs. high school debate, and allows opportunity for personal opinion to be voiced. This will
only further enhance our research by giving us insight into the situation rather than simply
relying on speculation of club soccer coach’s perspectives.
Based on personal experience with high school and club soccer, and previous research on
this topic, I believe that club soccer will show a positive return on investment for some athletes,
but that number will be small. There are limited spots on a collegiate soccer team, and even
fewer of those athletes are offered scholarships. Also, a very small number of athletes receive
enough scholarship money to offset the costs incurred while playing club soccer. However, I
believe research will show that club soccer is a rewarding experience, and helps most athletes get
onto collegiate soccer teams that they desire to play for.
Literature Review
Before an analysis of the data gathered in this thesis can be done, a literature review of
topics in this paper must be conducted. First, the cost of attending college for a student-athlete

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will be discussed. With the cost to attend college on the rise in the United States, we will review
these costs to determine the exact financial burdens a student-athlete is taking on when entering
college. Second, the physical demands and time requirements of an aspiring collegiate student-
athlete will be discussed. Despite the popularity of athletics, some believe that athletics is
actually a hindrance to the overall growth of a student. We will explore these claims and attempt
to determine whether parents are creating a harmful environment for their children by
encouraging them to play sports. Lastly, we will discuss the growing sport of soccer, and club
soccer’s growing presence in youth sports. Several decades ago, club sports were mostly
irrelevant, as most athletes played for their respective high school district; however, club sports
are more impactful than ever in developing America’s young athletes. This increase in club
sports has caused tension in its relationship with high school athletics. All of these topics will be
discussed at length in the following sections.
Cost of Attending College for a Student-Athlete
One of the biggest concerns for students and parents alike is the cost to attend a college
or university. In today’s economy, it is almost assumed that to receive a decent job that will
provide for yourself and a family, one must obtain a college degree. For many, this step is taken
directly out of high school, leaving 18 year old students with the option of taking on thousands of
dollars of debt to finance their college education. While there is no question about the
importance of receiving a college diploma, there is nationwide concern about the increasing costs
(and more than likely, debt) that is required to do so.
“In its most recent survey of college pricing, the College Board reports that a ‘moderate’
college budget for an in-state public college for the 2014–2015 academic year averaged $23,410.
A moderate budget at a private college averaged $46,272” (CollegeData, 2015). To obtain a

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bachelor’s degree, the majority of students attend college for four years; however, there are many
students that take even longer due to changing their major or choosing to attend a different
college or university. Therefore, we can multiply the numbers given by CollegeData by four, and
calculate that the average cost for attending a four year institution in the United States is
currently about $93,640 for an in-state public college, and about $185,088 at an in-state private
college. If these numbers seem high to you, consider that “between 2001–02 and 2011–12, prices
for undergraduate tuition, room, and board at public institutions rose 40 percent, and prices at
private nonprofit institutions rose 28 percent” (NCES, 2014). Since 2012, those figures have
risen even higher.
Many people question why these prices have continued to increase over the past several
decades, and have increased at alarming rates within the past ten years. While some people
attempt to pin the blame on over-paid, greedy faculty and administration, the true reason for
increased tuition costs is directly linked with the economy. During time of economic hardship,
tuition is generally increased at public schools due to the decrease in federal support from the
United States government, and tuition is increased a private schools due to the lack of
endowments and giving from alumni and supporters (Callaway, 2014).
The reason it is important to highlight these facts about the high cost of higher education
is to show how vitally important scholarships are to students, and why parents are pushing their
children to excel in sports. While some students are fortunate enough to have parents who are
willing to pay for their schooling, not all students are in that position. No matter what your
financial status is, it is hard to ignore the amount of students who are going into large amounts of
debt at a young age. “Thirty-seven million Americans – some 15.4% of American households –
owe student loans. The average debt load for a four-year college graduate in the class of 2010

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was more than $25,250. Students in graduate school borrow much more, averaging over $43,500
and individual loan debt exceeding $150,000 is not uncommon” (Austin, 2013). Just to further
emphasize the point, according to the Consumer Financial Protection Bureau, the current total
student loan debt carried by two-thirds of college student graduates has now passed the $1.2
trillion mark (Chopra, 2013). This total is higher than it has ever been in United States history,
and is only increasing on a yearly basis. These types of alarming statistics could fill up many
pages, but it only serves as a reminder of the importance of obtaining financial assistance in any
form possible for students and parents.
Negative Impacts of Sport
As of 2014, over three million youth were registered to play soccer in the United States,
but that is just a small glimpse at the total number of youth who play all sports. While it is fairly
impossible to get an exact tally on the total amount of youth involved in sports at all levels, the
Sports and Fitness Industry Association (SFIA) generated a report for ESPN in 2011 that
estimated that 21.47 million kids between the ages of 6-17 participated in organized sports
within that year. That number is larger than the entire population of Texas (Kelley & Carchia,
2013). “Seventy-five percent of American families with school-aged children have at least one
child participating in organized sports” (Merkel, 2013). Unquestionably, there are enormous
amounts of youth participating in athletics. However, some contend that this involvement in
athletics is not necessarily a good thing for the development of children, particularly in the
competitive environment and collegiate levels. Forty-five percent of youth athletes that start
participating in a sport will quit playing that sport by the time they are a junior in high school
(Kelley & Carchia, 2013). Both physical and emotional tolls can affect an athlete that is not

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healthy, and if not monitored closely, can lead to burnout or the athlete quitting the sport
entirely.
If observations are made about athletes from several decades ago, the predominant trend
is that most talented athletes played more than one sport, many times playing a sport for every
season of the year. It was not uncommon for the star football player to also be a member of the
basketball team, a runner on the track team, and a baseball player in the summer. However, that
type of athlete is nearly non-existent in today’s society. Now, athletes are encouraged to pick a
sport they enjoy and devote themselves entirely to that sport. Multiple sports are viewed as a
distraction and a possible risk of injury that will only impede progress in their “main” sport.
“More young athletes are choosing a single sport to participate in all year round at younger ages,
with infrequent breaks and rest. This continued participation concentrated on one sport is
believed to increase the risk of sport-related injuries, peer isolation, burnout, psychosocial
problems, and attrition. Further, some antisocial behaviors involving negative peer interaction
and lack of cooperation skills may lead to social isolation caused by early sports specialization”
(Merkel, 2013).
At the youth level (ages 8-18) of club soccer, the competitive environment that is created
between coaches, parents, the opposing team, and teammates can be quite intense for an athlete.
That is the nature of sports- competitiveness. However, this level of competitiveness has been
linked to high levels of anxiety and stress in adolescent athletes. According to Gilbert, athletes
deal with stressors such as meeting expectations of self, meeting expectations of coaches and
parents, important competition worries, starting and playing time, frustration with teammates,
coach criticism and feedback, and injury (Gilbert, 2007).

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As athletes become involved with club sports, more and more of their time is spent with
the team and with the coach. Coaches suddenly begin to assume huge roles in the lives of these
athletes, and act as role models; their effect on athletes can be hugely beneficial or hugely
detrimental to an athlete’s health. On average, coaches spend between 8-15 hours a week with
teams of 20-25 athletes. Studies show that these coaches, who range from inexperienced parent-
volunteers to paid professional coaches, have little knowledge of sports safety, training and
conditioning, and child development (Hedstrom, 2004). It is not uncommon to hear stories of
coaches who yell at their players and berate them as athletes, and deem it as “old school” tactics.
While this is not necessarily a bad coaching tactic, coaches must be able to identify how certain
athletes will respond to their actions. Thirty percent of youth report negative actions of coaches
and parents as their reason for quitting sports (Breuner, 2012).
Not only can sports have a negative psychological effect on young athletes, but it can also
affect them physically. There is a risk of injury for any athlete that participates in sports, as many
sports involve physical contact and/or the athlete pushing their bodies to perform at peak levels
for extended periods of time. While children have an innate ability to heal quicker than adults
from injuries, they are at a greater risk of long-term injury than adults if their injuries are not
treated properly. “Despite the fact that 76% of injuries occur during practice session, many
parents enforce fewer safety precautions during these times than during competition” (Merkel,
2013). Coaches or parents who push their children to return to competition quickly from injury
put the athlete at risk for chronic pain, improper healing, and increased risk of re-injury. Not only
do coaches and parents encourage this type of behavior, but also due to social pressure and self-
inflicted pressure to perform at certain levels, athletes can harm themselves by not allowing
proper recovery from training or injury.

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Positive Impacts of Sport
While the previous situations are examples of how sports can negatively affect youth
athletes, there are also a tremendous amount of reasons that sports can benefit adolescents. As
stated previously, there is a large and growing number of youth who participate in sports. There
is a reason young athletes are drawn to sports, and why parents encourage their participation in
those activities. Athletics not only encourages competition, but also promotes physical health,
mental health, the understanding of self-identity, the development of social skills and teamwork,
the cultivation of friendships, and the process of goal setting. It takes the right type of coaching
and parenting for a child to reap all these benefits of athletics, and when done right, the benefits
can leave a lasting impact on their life.
Today’s society is a much different environment than the culture that youth experienced
several decades ago. Children used to spend hours outside playing with friends or spending time
running around at recess every day. Meals were cooked at home with their family, with a focus
on healthy, well-balanced meals and reasonable portions. Today, society is more fast-paced than
ever and technology has embedded an important role in society, particularly with youth. Meals
around a dining room table are now a luxury rather than the norm, and fast food has become
commonplace rather than the occasional treat. This trend in American culture is the reason First
Lady, Michelle Obama partnered with professional sports organizations to create Let’s Move, a
comprehensive initiative “dedicated to solving the challenge of childhood obesity within a
generation, so that children born today will grow up healthier and able to pursue their dreams”
(Let’s Move, 2015). One of the best ways to promote physical health in youth is through the use
of sports, as sports are easily accessible through schools and clubs in school districts and
neighborhoods.

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The physical benefits are crucial in promoting healthy body development in adolescents
“Regular participation in sport and physical activity lowers the risk of diabetes, heart disease,
obesity, and other related diseases… young athletes have shown lower total cholesterol and other
favorable profiles in serum lipid parameters associated with cardiovascular disease” (Blom,
2013). At a time when body image and self-awareness are developing in youth, sports play a
crucial role in maintaining a healthy lifestyle and developing a well-maintained body. “Favorable
changes in, and maintenance of body composition (i.e., higher percentage of fat-free mass and
lower percentage of body fat) are associated with participation in youth sport, and training
activities are associated with enhanced bone mineral density” (Blom, 2013). Physical activity
through the participation in sports will benefit a person of any age, but the psychological benefits
of sport in youth are particularly beneficial.
When coaches foster the right environment in youth sports, there are many psychological
benefits that can aid in the development of youth player’s personal and social growth. At a young
age, children begin to develop their own self-concept of who they are and how they fit into the
world around them. Enjoyable sports experiences help youth to cultivate intrinsic motivation,
and experience gains in self-esteem and self-worth (Blom, 2013). Not only do enjoyable
experiences teach valuable life lessons, but also the experience of negative emotions help youth
to learn to control and process emotions such as anger, pain, anxiety, and jealousy. Athletes have
also reported that one of the biggest benefits of youth sports is the learning of goal setting. This
process is especially important in youth because it helps establish a sense of self and develops
skills, such as the ability to develop plans, organize time, and solve problems (Blom, 2013).
Personal development is vastly important in the development of a young person, but the
social development of youth is equally important. There may not be a better way to foster social

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development than being part of a team. “Sport teams offer young people regular access to peers,
thus providing opportunities to cultivate friendships and learn about peers from different
backgrounds” (Jones, Dunn, Holt, Sullivan, & Bloom, 2011). Sports have also shown trends in
youth behavior that deter them from activities such as smoking, drug use, binge drinking,
depression, and even suicidal thoughts. The reason for this may be attributed to the acceptance of
being a part of a team, and the social support system that is created when teammates form social
bonds (Merkel, 2013).
While there are drawbacks from particular trends in sports, there are certainly benefits to
be gained from adolescent’s participation in sports. Most importantly, positive interaction from
coaches and parents are key to creating an environment that will leave youth athletes with a
successful foundation for healthy lifestyles.
Soccer Clubs and Their Relationship with High School Athletics
As previously stated, the youth soccer club organizations within the United States have
grown substantially over the past several decades, and the number of youth participants are at an
all-time high. As the number of youth players increases, some high schools find themselves with
less players choosing to represent their school. Rather, the youth athletes are choosing club
sports as a more viable option to find better competition, better coaching, and better exposure to
collegiate coaches than what high school soccer has to offer. While this option for athletes
presents greater opportunity, some worry that club sports has begun to create a dangerous trend
in youth athletics in the United States. There are two sides to this argument, and we will explore
the reasoning behind both in an attempt to determine club soccer’s impact on America’s
organized youth sport culture.

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This tension between club soccer and high school soccer has always existed, because
some club soccer coaches view their programs superior to that of high school programs.
However, the conflict was especially intensified when the U.S. Soccer Development Academy,
which is comprised of 78 clubs, and includes more than 3,000 of the nation’s top boys and girls
moved to a 10-month schedule in the fall of 2012. What this meant is that these elite youth
soccer players no longer have the option to play for both club and high school, but are forced to
choose which they would continue to pursue. For most talented youth athletes, there is little
question that club soccer is the route to choose, as high school does not foster an environment of
competitiveness that will help improve their skills. However, for the players who are talented but
not necessarily elite, the area becomes a questionable, gray area.
Proponents of high school athletics contend that the athletes who are forced to choose
club soccer are missing “the special opportunities presented by high school competition – the
camaraderie, hometown pride, and coaches who may focus on more than soccer” (Springer,
2014). This belief is considered a traditionalist view by many and claim that nostalgia is not a
reason to continue high school athletic traditions. However, there are benefits of high school
athletics that club soccer does not offer. “Sport participation promotes the identification with
one’s school and commitment to school-related values, which benefit both academic and
nonacademic outcomes, including academic grades, coursework selection, homework,
educational aspirations, number of university applications, subsequent university enrollment, and
the highest educational level attained” (Lee, 2004). High school athletics are viewed as a
combination of academic and athletics, while club soccer’s main focus is the promotion of sport
in the adolescent’s life. Club and academy soccer are viewed by some as a gamble for youth

19. 14
players and families because they do not guarantee college scholarships or professional
opportunities, yet demand high prices to play for their team (Springer, 2014).
While there are benefits to high school athletics, supporters of the new format of club
soccer believe that this is just a way for soccer in the United States to grow, and keep pace with
its overseas counterparts. While the 10-month format of club soccer is new to the U.S., this
model has been used successfully in European countries for many years. Club soccer attracts
high-level players from any area, offering athletes a better opportunity to compete at a higher
level than high schools that force players to remain within certain districts. The attraction of
more talented athletes also means that it is more probable that a player will practice and play
with others of similar passion and skill level, fostering better competition and camaraderie.
Perhaps most importantly, college recruiting is better through the club experience. “If you go to
any academy event, you’ll see that every college coach in Division 1 will probably be sitting
around the sidelines at those games,” said Brian Ainscough, head men’s coach at Northeastern
and executive director of coaching for the FC Bolts Celtic academy (Springer, 2014). One cannot
blame athletes for wanting to pursue their athletic career to the highest possible level. While
some high school and club coaches believe that there can be a peaceful existence between the
two organizations, others contend that high school athletics are actually diminishing the purpose
of high school education in the United States.
While high school is about developing youth into well-rounded adults, the main function
of high schools is education. However, as seen in worldwide studies conducted by the Program
for International Student Assessment (PISA), the United States is currently performing very
poorly in the categories of mathematics, reading, and science compared to other developed
countries. For this reason, some advocates for the diminishing role of athletics in U.S. schools

20. 15
believe that now is the time for change. “If Americans transferred our obsessive intensity about
high-school sports—the rankings, the trophies, the ceremonies, the pride—to high-school
academics ... we would look not so different from South Korea, or Japan, or any of a handful of
Asian countries whose hypercompetitive, pressure-cooker approach to academics in many ways
mirrors the American approach to sports. Both approaches can be dysfunctional; both set kids up
for stress and disappointment. The difference is that 93 percent of South Korean students
graduate from high school, compared with just 77 percent of American students—only about 2
percent of whom receive athletic scholarships to college” (Luzer, 2013). When that perspective
is given, it is hard to argue that education, rather than athletics should be receiving more
attention in our public school system.
Literature Review Conclusion
After reviewing the literature, club soccer’s presence in the United States youth sports
environment is unquestionably growing and changing. Regardless to whether or not experts view
this change as a positive thing, there is little doubt that sports play an important part in an
adolescent’s life. In order to get the most benefit out of youth athletics, coaches and parents must
be consciously aware of the physical and psychological impacts they are having on athletes.
Otherwise, youth athletes can be exposed to physical injury and possible emotional damage.
As club soccer grows, the competition for collegiate roster spots and collegiate
scholarships intensifies. In the next section of this capstone project, the correlation between club
soccer and its return on investment in relationship to collegiate scholarships will be explored.

21. 16
Analysis
Introduction
As demonstrated in the review of literature from the previous sections, youth sports are a
complex and growing activity, specifically the sport of soccer. Many parents and youth view
participation in sports as a way for an athlete to stay physically fit and mentally sharp. However,
club soccer has become a booming business. Families invest thousands of dollars a year to
ensure that their child has the best coach, best teammates, best playing opportunity, and the best
chances of securing a collegiate roster spot and scholarship. Not only is it a monetary investment
from families, but also the time commitment from players and parents is enormous. Most club
soccer leagues now follow a ten-month schedule, with multiple weekly practices, and games and
tournaments on the weekend. In order to participate, athletes and parents must be willing to make
sacrifices. In accordance with that, the higher the level of competition, the more the monetary
and time commitment grows.
In this analysis of club and collegiate soccer, we are attempting to determine if the money
and time that youth athletes and their parents spend on club soccer is worth the investment. In
order to determine this, athletes will be evaluated on their participation in club soccer and how
that correlates with their collegiate recruiting experience. Ultimately, data will be analyzed to
determine if there is a correlation between club soccer and its return on investment in
relationship to collegiate scholarships. The analysis of the data collected during the research
hopes to determine:
1. What is the greatest motivator to participate in club soccer?
2. Is club soccer leaving a position impact or negative impact on youth athlete’s lives?

22. 17
3. Are athletes who participate in club soccer more likely to receive collegiate
scholarships than athletes who just play high school soccer?
4. Is there a positive return of investment in terms of collegiate scholarships for athletes
who participate in club soccer?
In order to better understand the data being studied, the average cost for participating in
youth club soccer and the average cost of attending college should be noted. “Four years ago,
ESPN FC conducted an informal poll of 16 non-MLS Development Academy clubs revealed the
average cost per player was $4,000 for the season. The highest figure given to ESPN was
$6,000” (Eskilson, 2013). However, that study is now about six years old, and due to inflation,
that number is likely lower than today’s average cost. According to some literature, that figure is
now likely over the $10,000 mark per year (Clarke, 2014).
The cost for attending college varies depending on whether or not the institution is
private or public, and if the student is attending a school that is in-state or out-of-state. The
estimated cost for a student attending a public in-state college or university in the 2015-16 school
year is $31,140, and out-of-state cost is estimated at $36,640. The estimated cost for a student
attending a private in-state or out-of-state college or university this year is approximately
$67,130 (College Cost, 2015).
Methodology
To collect data on this subject, the author generated surveys intended for current
collegiate soccer players to fill out and submit. The surveys were generated electronically
through Qualtrics, an online survey software provided by West Chester University of
Pennsylvania. The surveys were brief (ideally taken in less than five minutes), in order to
encourage student engagement. While brief, they asked eleven total questions that are vital to the

23. 18
topic being studied. Most questions were a multiple-choice format, with some providing space
for the athlete to give related feedback (See Appendix A).
The surveys were given to collegiate soccer coaches from the National Collegiate
Athletic Association (NCAA) Division I, II, and III levels on both the men and women’s squads.
Coaches were then asked to electronically distribute the surveys to their players. In total, the
surveys were made available to approximately 1,200 collegiate soccer players in the
Philadelphia, Pennsylvania area. The surveys were sent to a total of 26 schools, and 52 men’s
and women’s teams total.
NCAA Division I: 10 universities
NCAA Division II: 11 universities
NCAA Division III: 5 universities
The survey was left open for responses for 21 days (March 25, 2015 – April 14, 2015).
After the survey was closed, data was then analyzed to determine correlations between the
questions asked.
To further enhance the validity of the data collected, an interview was conducted with a
current Premier Level youth soccer coach. Rob Oldfield is the head coach of youth club soccer
teams at Vereinigung Erzgebirge1. Mr. Oldfield was asked a variety of questions about the youth
soccer club at VE, and questions about his insight and familiarity with youth club soccer in the
United States.
Analysis Evaluation Management
Much of this evaluation is taking place using data analysis, and actual involvement of
human subjects is limited. However, since human subjects were used in a collegiate environment
1 Vereinigung Erzgebirge, commonly referred to as “VE Club” is a youth soccerclub for athletes ages 4-17. It is
located in Warminster Township in Bucks County, Pennsylvania.

24. 19
during a brief survey, approval from the Institutional Review Board (IRB) should be obtained. In
this instance, IRB approval was not required. However, to remain within IRB requirements, none
of the questions asked are ethically questionable or obtrusive. For review of the IRB form used
in this analysis, see Appendix C.
In order to receive as much feedback as possible, surveys were kept at a short length. As
a college student, and specifically a college athlete, time is at a premium. Ideally, students would
have been offered a chance to win a gift card as “thanks” for completing a survey, but due to
possible NCAA rule violations, that aspect of the survey was disregarded. A brief overview of
the capstone project was included with the emails to college coaches so they could feel more
comfortable with the information they are distributing to their team.
The key to the validity and success of this survey was the amount of athletes who
completed the survey. Qualtrics easily organized the amount of data that was collected from the
surveys and interview, so the amount of data evaluators was not a concern during the analysis.
This program provided clear and accurate results that could be analyzed by the survey
administrator. The coaches of the teams involved in the survey were instrumental to the amount
of feedback received. Coaches who explained the project and encouraged their team to
participate elicited a much higher amount of responses than coaches who simply forwarded the
link to their athletes.
Stakeholder Engagement
From a distance, the question posed in this capstone project seems to only involve several
parties who would be concerned with the results of the data collected. However, there are many
key stakeholders that have an interest in the outcome of the study, either directly or indirectly.

25. 20
The first direct stakeholder involved in the research is the soccer player. For youth
athletes, the pressure to perform can be physically and mentally taxing depending on which level
they are competing. With many different options to choose from (recreation level, high school
level, club level, etc), it is important for a player to know which option suits their desires best. If
an athlete is made aware at a young age that scholarship opportunities are more available by
playing at a certain level, they may chose that option or they may decide that scholarship
opportunity really is not a major concern for them. Either way, the knowledge is important for
the main participant in the research.
The next major stakeholders involved are the parents of the youth soccer players. As
discussed previously in this paper, youth athletics are both financially demanding and time
consuming. As a soccer player progresses in their level of involvement, the money and the time
spent on the sport increases. Arguably, these resources are two of the most important resources a
family has, and therefore it makes the parents of athletes a huge stakeholder in the analysis of
this research.
Lastly, the club administrators and coaches are stakeholders in the research as well. If the
data shows a positive correlation between their costs and athlete’s success in obtaining
scholarships to colleges and universities, it only further enhances their image and reputation.
However, if the data shows negative correlation between these variables, then it could diminish
their brand. Obviously there are other “selling” factors for these administrators and coaches, but
for this capstone, only the scholarship variable is being examined.
There are also secondary, or indirect stakeholders in the research of this data. The first of
these indirect stakeholders include high school administrators and coaches. If the club soccer
format is proven to be flawed, there is then opportunity for high school athletics to play a larger

26. 21
role in youth soccer than it does currently. The feedback gathered in the surveys also highlights
areas that high school soccer can improve upon to remain competitive and impactful in the lives
of youth athletes. The other indirect stakeholders are collegiate athletic directors and coaches. If
the research shows that club soccer is an ineffective method of soccer training for players, they
may choose to direct resources and recruiting efforts toward other areas, rather than focus on
searching for talent within the club soccer ranks.
Analysis Focus
To identify the focus of this analysis, there must first be a clear understanding of the
situation at hand. As previously iterated, youth club soccer costs are rising along with the cost for
a student to attend a college or university. In this analysis of the U.S. club soccer model, the
evaluators are operating under the assumption that youth players are participating with club
soccer teams in hopes that they will one day receive collegiate athletic scholarships. To get a
better idea of what the club soccer model is giving to youth athletes, a logic model has been
developed as a reference (See Appendix C). In this analysis, the focus will be on the inputs,
outputs, and outcomes of various factors of the club soccer programs in the United States.
The inputs that the U.S. soccer club foundation focuses on include:
 Youth soccer players who participate for their club teams,
 Parents who invest significant time and money for their children to participate,
 High-quality soccer coaches who can develop youth soccer players,
 And college soccer coaches that attend matches to identify potential recruits.

27. 22
These inputs are directly related to the outputs of the U.S. soccer club program, which
involves the actual activity of the soccer clubs. These outputs include:
 Highly structured practice sessions designed by coaches to improve individual
player skills and team function,
 Highly competitive games that showcase skilled players and quality soccer
teams,
 Tournaments that allow collegiate coaches to see a showcase of youth soccer
teams and youth soccer players who want to compete at the college or
professional level.
The most important part of the analysis is on the outcomes of the U.S. soccer club model.
These outcomes reflect the impact that the club programs are having on youth soccer players on
a short, medium, and long-term basis. Short-term impacts include developing soccer skills in
youth athletes, increasing athlete’s fitness and ability levels, fostering a highly competitive
training environment, motivating youth athletes to develop skills and habits in the sport of
soccer, and creating active and healthy lifestyles in adolescents. Medium-term impacts include
providing an opportunity for youth soccer players to showcase their skills for college soccer
coaches, identifying the most talented youth soccer players and getting them to the highest level
of club soccer available, winning championships within the club soccer system, and helping
youth soccer players get recruited by college soccer coaches. Long-term impacts include youth
soccer players obtaining scholarships to play soccer at college, youth soccer players going on to
play at the professional level, former players investing back into the U.S. soccer club program
through coaching and administrative positions, and youth soccer players continuing an active,
healthy lifestyle into adulthood.

28. 23
The intended users of this analysis are consistent with the key stakeholders of the U.S.
club soccer program. If results show that club soccer is a viable option for youth athletes to
secure collegiate scholarships, then they can use this information to boost their brand and
encourage participation. However, if results show that there is no monetary return on investment,
parents may consider spending their money towards other options. It is likely that the survey will
show that club soccer is beneficial in aspects other than obtaining college scholarships, and that
information can be used to educate prospective athletes. This survey will also help to determine
the things that club soccer is doing right, and what they can do to improve their program model.
No matter what the results, the analysis will give stakeholders key information regarding what
options in youth soccer is best for them.
When determining key questions that the analysis seeks to answer, it is important to keep
the program outcomes in mind. With limited attention span from college students, it is important
that the survey is succinct, yet informative to the analysis. Each question that the survey asks will
be through the use of indicators, and these indicators will be measurable outcomes that represent
what success looks like. The questions asked in the survey can be found in Appendix A, and a
brief description of the importance of each question is as follows:
1. What NCAA Division of soccer do you currently play?
Currently, only Division I and II athletes are eligible to obtain athletic scholarships,
while Division III athletics is more focused upon the “student” aspect of the term
student-athlete. In the survey, all Division were asked to participate because many
Division III athletes also participated in club soccer, and their reasoning for not
obtaining athletic scholarship may provide insight into our research.

29. 24
2. Did you play youth soccer anytime between the ages of 8-18? (Not affiliated with
your high school)
It is important to make the distinction between club and high school soccer, as these
two entities are the two main variables in our research.
3. If you played club soccer, how long did you play?
This question is used to gauge the commitment level that each soccer player had with
club soccer. If they only played one year, we want to know why they didn’t play
longer. In contrast, if they played more than eight years, we want to have an
understanding why they chose to play for an extended period of time.
4. Best describe your highest level of club soccer experience.
There are many different types of club soccer. There is the kind of club soccer that
local organizations host, such as the YMCA or area churches (this is classified as
“beginner”). The “competitive” level of club soccer includes U.S. Club Soccer
sanctioned organizations, such as West Chester United Soccer Club (West Chester,
PA) or Continental Football Club (Downingtown, PA). The “highly competitive”
level of club soccer includes US Soccer Development Academies and elite clubs that
participate at the national level. National Premier Leagues and Olympic Development
Programs are also given their own distinct category.
5. If you played club soccer, was it a positive experience for you? (Did you enjoy it?)
This question gauges whether or not the athlete truly enjoyed their experience with
club soccer. Maybe the athletes played for eight years, but were only playing because
of pressure from their parents or another outside factors. The athlete also could have

30. 25
enjoyed their experience tremendously and it had a profound impact on their life. This
question gives a space for the survey-taker to elaborate on their answer.
6. How much scholarship money were you offered from your current college or
university?
This question allows us to gather much more specific details about the data. We do
not want to simply know if they received scholarship money or not, we want to know
how much. This allows our research question to be answered more accurately, and
determine exactly what the monetary return on investment is with club soccer.
7. How many colleges or universities offered you scholarship money when being
recruited?
Another important aspect of the college selection process is the number of colleges or
universities that offer an athlete a scholarship. When choosing a school, it is nice for
an athlete to have options available rather than only one school that expresses interest
in an their athletic ability.
8. Which area do you feel best prepared you for your collegiate career? Please explain
your answer.
This question is the one that focuses most on what club and high school soccer
programs can do to have a better impact on their athletes. This question allows for
feedback, which will be valuable to the analysis.
9. When choosing a college or university to attend, rank which factors were most
important to you?
This question includes the answers: amount of athletic scholarship offered, location,
athletic prestige, and academic prestige. This is a very important question, as it helps

31. 26
to determine what the underlying motivators are for student-athletes when they are
determining where to attend college. Some athletes may have been very influenced by
the amount of scholarship money they were offered, while others may have been
more concerned with attending a school that was close to home.
10. How much time did you spend per week playing/training/practicing soccer outside of
time spent with your high school or club? This can include weight training, pick-up
games, etc.
This question allows for the analysis to address factors that may contribute to
athlete’s success for reasons other than playing club or high school sports. If an
athlete is devoted to running or weight training, and then combines that with their
experience in club or high school soccer, they may have more of a chance at getting
scholarships than an athlete who just plays soccer.
11. What is your gender?
This question allows for the analysis to determine if gender is a factor in amount of
scholarship money an athlete receives. This question pertains to the fact that perhaps
the male or female model of club soccer is operating in a different, or better way that
helps their athletes receive scholarships.
The design of this analysis relies mostly on quantitative statistical analysis, however the
analysis also consists of an interview, which allows for qualitative analysis as well. The balance
that this analysis design has between QUANT and QUAL analysis is ideal, as the combination of
these analysis methods will give us a better understanding of the club soccer program’s impact
on a statistical and personal level.

32. 27
Analysis Results
As previously stated, the surveys were made available to approximately 1,200 collegiate
soccer players in the Philadelphia, Pennsylvania area. The surveys were sent to a total of 26
schools, and 52 men’s and women’s teams total. Out of the possible 1,200 responses, there were
85 total surveys completed. Athletes from the following schools participated:
West Chester University of Pennsylvania, Messiah College, Valley Forge University,
Shippensburg University, Lincoln University, Bloomsburg University, Bucknell University,
University of Delaware, East Stroudsburg University, Lancaster Bible College, and Mansfield
University.
In total, 21 Division I players (25%), 29 Division II players (34%), and 35 Division III
players (41%) took the survey. 48 of the respondents were male, and 37 of the respondents were
female. Out of the total 85 players, 81 reported that they participated in club soccer sometime
between the ages of 8-18. With only 4 players responding that they did not play club soccer, it is
clear to see that club soccer is a very popular option for young athletes who are looking to play
soccer at a collegiate level.
Since 81 athletes reported that they participated in club soccer, we can now begin to
make meaning out of the data. Out of the 81 players, only 14 reported that they participated in
club soccer for less than five years. That means that 67 of the soccer players (83%) participated
in club soccer for five years or longer. The mean for this category is 4.35 years. What this means
is that once an athlete becomes involved in the club organization, they seem to have a fairly high
retention rate.
Once joining the U.S. soccer club organization, there are several different routes that an
athlete can take, depending on their skill level and desire to compete. Of the soccer players

33. 28
surveyed, 25% reported that they played “competitive” soccer for U.S. Club Organizations and
32% reported that they played “highly competitive” soccer for Elite Clubs or Development
Academies. Another 33% reported to play at even higher levels of club soccer, including
National Premier Leagues and Olympic Development Programs.
Next, it was important to know if these players were truly enjoying their experience with
club soccer. The results showed that 78 out of 81 players (96%) felt that participating in club
soccer was a positive experience. This number is quite high, and shows that the club soccer
model is fostering an environment that nearly all athletes are enjoying and benefitting from.
The next question may be the most important to our research, and the results were quite
unexpected. When asked to report how much scholarship money they were offered from their
current college or university, 43 respondents (57%) reported receiving $0. While this number
may seem extremely high, keep in mind that 35 Division III athletes took the survey, and they
are not able to receive athletic scholarships.
Table 1 – Scholarship Amount
Clearly, obtaining an athletic scholarship is not an easy feat. There are limited roster
spots available, and even less scholarship money to be given to players. Only 8% of respondents
reported that they received a full athletic scholarship. For those 6 players, the club soccer

34. 29
program did provide a great return on investment, as their entire college education is paid for.
However, for the other respondents, the return on investment is not very high.
Another important aspect of the college recruiting process for a young athlete is how
many colleges offer you scholarship money. 29% of respondents reported that they were offered
scholarship money by zero schools. 53% of respondents reported that they were offered money
by 1-3 colleges, and 18% of athletes reported that they received scholarship offers from 4 or
more schools. Variety is important for prospective collegiate athletes, and with the majority of
athletes receiving scholarship offers from multiple schools, it seems that the club soccer program
is providing players with the necessary exposure to get noticed by college coaches.
Perhaps the most valuable question asked to the college soccer players was “Which area
do you feel best prepared you for your collegiate career?” They were allowed to choose between
club soccer, high school soccer, and other. They were then asked to elaborate on their answer.
Table 2 – Best Collegiate Preparation
While the majority of athletes reported that club soccer best prepared them for their
collegiate soccer careers, the responses were very insightful. Most of the athletes who felt that
club soccer was a better option for them reported things such as: “better competition” or
“exposure to college coaches” or “focus on technical skills.” Athletes who believe that high

35. 30
school soccer prepared them best for college reported things such as: “better team atmosphere”
or “focus on life skills” or “great relationship with coaches.” The distinction between the two
categories is almost an exact representation of the two sides of the club soccer vs. high school
soccer argument that was discussed in scholarly literature. Club soccer is a more competitive
environment and provides athletes with a skill set that they may not learn in high school. High
school soccer may not feature the opportunities that club soccer does, but it does seem to benefit
some athletes on a more personal level. One could make the argument that high school soccer is
more about developing a well-rounded athlete than the soccer-only environment that club soccer
represents.
In order to gauge what is truly important to an athlete when selecting a college or
university to attend, they were asked to rank the following categories: amount of athletic
scholarship money offered to you (1), location (2), athletic prestige (3), and academic prestige
(4).
Table 3 – Ranking of Factors
As portrayed in the graph, the amount of scholarship money an athlete was offered was
very unimportant to most athletes, as it was ranked least important by 60% of respondents.

36. 31
Athletic prestige was the highest reported factor when selecting a school, followed by location
and academic prestige. Though most respondents reported that club soccer gave them great
opportunity to be recruited by college soccer coaches, the data shows that scholarship money
was not the motivator.
Interview Analysis
Another aspect of the research was an interview of a current club soccer coach. Rob
Oldfield is the head coach of youth club soccer teams at Vereinigung Erzgebirge. He has played
soccer since he was old enough to participate in club soccer, was a standout collegiate soccer
player at Rider University, and has coached youth club soccer for 13 years. This interview
provided information about the club soccer process and what they expect from their players. The
interview format was informal, as Mr. Oldfield was asked general questions about the structure
of club soccer programs, the cost of playing club soccer, and what can be the expected benefits a
player will receive by participating in club soccer. This interview with Mr. Oldfield gave
insightful information about the club soccer experience that adds validity to the data collected,
and echoed many of the same themes that were also present in the data.
When asked to describe the structure of club soccer programs, Mr. Oldfield stated, “All
club soccer models are basically the same. Athletes typically join a club at an early age, and will
stick with that team throughout their club experience.” Mr. Oldfield did express that elite or
premier soccer clubs operate differently than some of the general clubs, though. “Premier clubs
are basically like all-star teams. They try to identify talented players as soon as possible, and they
then put them on these premier teams that sometimes play all over the country… these players
can even go as high as the U.S. youth national team levels. They are the best of the best.”

37. 32
Next, Mr. Oldfield was asked about the costs of playing club soccer. Club soccer has
been known to have high price tags associated with participating, and has excluded some players
from participating that do not have the financial means to pay to play. While this stigma exists,
and is somewhat true, Mr. Oldfield expressed, “There are programs is place to help less fortunate
athletes play. If a family cannot afford for their child to play, there are “scholarship” funds that
some club programs have. These funds are then used to subsidize either part of, or all the cost of
playing.” Mr. Oldfield also stated, “When a player joins our club, we are very upfront with the
family about the costs and expectations of their level of participation. We have many
tournaments that are far away and require transportation costs, food costs, hotels, referee fees,
etc.” Mr. Oldfield was then asked to elaborate on the commitment expectations. “Some families
join the club soccer programs and do not know what they’re getting into, especially with the
premier clubs. Teams will generally practice 2-3 times a week. They will have either 2 games
most weekends, or they will play in tournaments that will generally last all weekend. What I’m
getting at is that it’s a huge time commitment. Families have to adjust their schedules around the
demanding time commitments that club soccer presents.” This statement from Mr. Oldfield
provides great insight, that club soccer is as much of a monetary investment for families, as it is a
time investment.
Lastly, Mr. Oldfield was asked to describe why a soccer player would benefit more from
playing club soccer than he or she would playing high school soccer. “Personally, I encourage
them to play both. It’s good for kids to play high school soccer and get the camaraderie that club
soccer cannot offer. However, if kids want to play at college or beyond, club soccer might be the
best route to make that happen. You don’t see 20 or 30 college soccer coaches sitting around at a

38. 33
particular high school match to recruit, but you do see 20 or 30 college soccer coaches at any
given club soccer tournament. It’s all about exposure.”
Conclusion
As demonstrated in the review of literature from the previous sections, youth sports are a
complex and growing activity, specifically the sport of soccer. Many parents and youth view
participation in sports as a way for an athlete to stay physically fit and mentally sharp. However,
club soccer has become a booming business. Families invest thousands of dollars a year to
ensure that their child has the best coach, best teammates, best playing opportunity, and the best
chances of securing a collegiate roster spot and scholarship. Not only is it a monetary investment
for families, but also the time commitment from players and parents is enormous. In order to
participate, athletes and parents must be willing to make sacrifices.
From an outsider’s perspective, it would seem that club soccer would provide an
adequate monetary return on investment in the form of collegiate scholarships for young athletes.
If a family were going to spend a great amount of time, energy, and money on club soccer, the
hope would be monetary benefit in the future. However, the data collected portrays a much
different experience for youth soccer players. While there are some athletes who use club soccer
as a way to secure college scholarships, the number is few and scholarships are not guaranteed.
Rather, the physical and social aspect of club soccer is the main benefit.
Club soccer in the United States presents youth athletes with an opportunity to receive a
higher level of coaching that they may not be able to receive in the high school environment.
This coaching will teach technical skills and abilities that will be required if the athletes intends
to play at the collegiate level. Further, the exposure to college coaches that youth athletes will

39. 34
receive by playing club soccer is unparalleled. Many college coaches attend club soccer
tournaments, where they are exposed to hundreds of talented players. In contrast, it is rare that
college coaches attend many high school games, as they would only be there to view one or two
players.
High school soccer, however, should not be overlooked or thought of as unimportant.
High school soccer can also be competitive, and develop the skills of youth players. While club
soccer’s primary focus is strictly playing soccer, high school operates with several different
focuses. Obviously, playing soccer is important, but high school soccer also seems to provide
athletes with a more hands-on approach to developing athletes as well-rounded individuals.
Values such as teamwork, character, and team/community pride are very important in the high
school soccer culture.
As the data shows, if a family hopes that their young athlete will one day be rewarded
with financial compensation for the years of participation in club soccer, there is not a high
likelihood of that happening. However, there are other great benefits that club and high school
soccer can add to an athlete’s life. The benefits will be more in the form of physical health,
mental health, and the learning of key values that grow and shape a young person’s life.

40. 35
Appendix A
Collegiate Soccer Survey
Q1 What NCAA Division of soccer do you currently play?
 Division I (1)
 Division II (2)
 Division III (3)
Q2 Did you play youth club soccer anytime between the ages of 8-18? (Not affiliated with your
high school)
 Yes (1)
 No (2)
Q3 If you played club soccer, how long did you play?
 Less than 1 year (1)
 1-2 years (2)
 2-5 years (3)
 5-8 years (4)
 8 years or more (5)
 I did not play club soccer (6)
Q4 Best describe your highest level of club soccer experience.
 Beginner (1)
 Competitive (US Club Sanctioned organizations) (2)
 Highly Competitive (US Soccer Development Academy/Elite Clubs National Level) (3)
 National Premier Leagues (4)
 Olympic Development Program (5)
 I did not play club soccer (6)
 Other (Please define) (7) ____________________
Q5 If you played club soccer, was it a positive experience for you? (Did you enjoy it?)
 Yes (1)
 No (2)
Q6 How much scholarship money were you offered from your current college or university?
 $0 (1)
 $1-$1000 (2)
 $1001-$3500 (3)
 $3501-$7500 (4)
 $7501-$12,000 (5)
 $12,001-Full Ride (6)

41. 36
Q7 How many colleges or universities offered you scholarship money when being recruited?
 0 (1)
 1 (2)
 2-3 (3)
 3-5 (4)
 6+ (5)
Q8 Which area do you feel best prepared you for your collegiate career? Please explain your
answer.
 Club Soccer (4) ____________________
 High School Soccer (5) ____________________
 Other (6) ____________________
Q9 When choosing a college or university to attend, rank which factors were most important to
you?
______ Amount of athletic scholarship money offered to you (1)
______ Location (2)
______ Athletic prestige (3)
______ Academic prestige (4)
Q10 How much time did you spend per week playing/training/practicing soccer outside of time
spent with your high school or club? This can include weight training, pick-up games, etc.
 0 hours (1)
 1-2 hours (2)
 2-5 hours (3)
 5-10 hours (4)
 10-15 hours (5)
 15+ hours (6)
Q11 What is your gender?
 Male (1)
 Female (2)

42. 37
Appendix B
INSTITUTIONAL REVIEW BOARD APPLICATION PACKAGE
The application package should be one Microsoft Word document assembled in the following order:
1. Section I: Project Information – Fill in all appropriate information and check all appropriate boxes under review
categories.
2. Section II: Detailed Protocol – Concise, complete responses following each individually lettered requested for
information. Include all information requested.
3. Completed Checklist
4. Section III: Signatures (accepted forms of signature include: scans of original signatures, electronic signatures, and
typed signatures)
5. Appropriate Informed Consent Form(s).
6. Any research instrument used (questionnaire, survey, psychological test, etc.).
7. Letters of approval from participating institutions, if any.
8. External support proposal, if any (one only, attached to the application with original signatures). Do not include the
budget.
9. Evidence of Computer-Based Training at http://phrp.nihtraining.com/users/login.php Use the link which is open to
the public.*
Submission Instructions:
1. Please e-mail complete application and all attachments as one Microsoft Word document to
irb@wcupa.edumailto:humansubjectcommittee@wcupa.edu. A submissioncontaining multiple files will not
be accepted. The IRB cannot edit or add to your application once submitted. It is suggested you keep a complete
editable copy, preferably electronic, in case revisions are necessary.
2. Once your application passes initial vetting (2-4 business days), you will receive an e-mail stating that your
application has been forwarded to a committee member for review. You will then be provided contact information for
you reviewer and an estimated time for approval.
3. Any questions or concerns regarding your review can be sent directly to your reviewer.
* All PI’s, co-PI’s, and faculty sponsors submitting a protocol to the IRB are required to provide evidence of IRB training. We
recommend the following web site for training: http://phrp.nihtraining.com/users/login.php. Training must have been
completed no more than 3 years from date of this application.
Please note:
 If you have any additions or changes in procedures involving human subjects, it is required to revise your IRB
application with the amendments and submit to the IRB as a revision (i.e., under I.G. check off that the submission is a
revision). Please note that your revised application will go through IRB office’s routine application processing. You
cannot employ the revisions until you receive IRB approval of your revised application submission.
 Any and all adverse effects to the human subjects are required to be brought to the attention of the IRB immediately
and in writing.
 All IRB protocols approved as Expedited or Full Board Review will be required to undergo a continuing review
process at an interval that is no more than one year from the protocol approval date.
Any questions regarding this form can be directed to the Office of Research and Sponsored Programs at irb@wcupa.edu or
610-436-3557

43. 38
WCU Institutional Review Board Application Form
Date:
Section I: Project Information
Project Period: From February 15, 2015 To April 23, 2015
I.A Principal Investigator:
College: West Chester University Department: Master of Public Administration e-mail:df817492@wcupa.edu Phone:
(330) 243-1616
Date of IRB training: (Must attach proof of training).
Mailing Address: (If PI is a student): 82 Heritage Lane, Exton, PA 19341
Co- Principal Investigator:
College: Department: e-mail: Phone:
Date of IRB training: (Must attach proof of training)
Co- Principal Investigator:
College: Department: e-mail: Phone:
Date of IRB training: (Must attach proof of training)
I.D. Title of Project:
CLUB SOCCER’S RETURN ON INVESTMENT IN RELATION TO COLLEGIATE SCHOLARSHIPS
I.E. If the Principal Investigator is a Student, provide the following:
Faculty Sponsor: Dr. AllisonTurner
College WCU Department: MPA e-mail: aturner@wcupa.edu Phone: (610) 425-5000 x2441
Date of IRB training: (Must attach proof of training)
I.F. Has this project previously been considered by the IRB? ___ Yes _X_No
If yes, approximates date of review:
I.G For previously approved protocols only: Check if submission is a ___ renewal ___ revision
ID# of original submission:
I.H Review Category:
Please check (or place an “X”) in either Exempt, Expedited, or Full Board Review based on the categories below the review
designations. Mark any items that may apply under the selected review designation:
_X__ Exempt Review (based on the following categories):
___Research conducted in established or commonly accepted educational settings, involving normal
educational practices, such as (i) research on regular and special education instructional strategies, or (ii)
research on the effectiveness of or the comparison among instructional techniques, curricula, or classroom
management methods.

44. 39
___Research involving the use of educational tests (cognitive, diagnostic, aptitude, achievement), survey
procedures, interview procedures or observation of public behavior, unless: (i) information obtained is
recorded in such a manner that human subjects can be identified, directly or through identifiers linked to the
subjects; and (ii) any disclosure of the human subjects' responses outside the research could reasonably
place the subjects at risk of criminal or civil liability or be damaging to the subjects' financial standing,
employability, or reputation.
___Research involving the use of educational tests (cognitive, diagnostic, aptitude, achievement), survey
procedures, interview procedures, or observation of public behavior that is not exempt under paragraph (b)
(2) of this section, if:(i) the human subjects are elected or appointed public officials or candidates for public
office; or (ii) federal statute(s) require(s) without exception that the confidentiality of the personally
identifiable information will be maintained throughout the research and thereafter.
___Research involving the collection or study of existing data, documents, records, pathological specimens, or
diagnostic specimens, if these sources are publicly available or if the information is recorded by the
investigator in such a manner that subjects cannot be identified, directly or through identifiers linked to the
subjects.
___Research and demonstration projects which are conducted by or subject to the approval of department or
agency heads, and which are designed to study, evaluate, or otherwise examine: (i) Public benefit or service
programs; (ii) procedures for obtaining benefits or services under those programs; (iii) possible changes in or
alternatives to those programs or procedures; or (iv) possible changes in methods or levels of payment for
benefits or services under those programs.
___Taste and food quality evaluation and consumer acceptance studies, (i) if wholesome foods without
additives are consumed or (ii) if a food is consumed that contains a food ingredient at or below the level and
for a use found to be safe, or agricultural chemical or environmental contaminant at or below the level found
to be safe, by the Food and Drug Administration or approved by the Environmental Protection Agency or the
Food Safety and Inspection Service of the U.S. Department of Agriculture.
___Expedited Review *Skip this section if the Exempt category above applies.
Does the Research Present no more than minimal risk to human subjects and involve only the procedures described
in one or more of the categories below: (please choose)
___Collection of blood samples by finger stick, heel stick, ear stick, or venipuncture as follows:
(a) from healthy, nonpregnant adults whoweigh at least 110 pounds.For these subjects, the amounts drawn
may not exceed 550 ml in an 8 week period and collection may not occur more frequently than 2 times per
week; or
(b)from other adults and children, considering the age, weight, and health of the subjects, the collection
procedure,the amount of blood to be collected, and the frequency with which it will be collected. For these
subjects, the amount drawn may not exceed the lesser of 50 mlor 3 ml per kg in an 8 week period and collection
may not occur more frequently than 2 times per week.
___Prospective collection of biological specimens for research purposes by noninvasive means.
Examples: (a) hair and nail clippings in a nondisfiguring manner; (b) deciduous teeth at time of exfoliation or if
routine patient care indicates a need for extraction; (c) permanent teeth if routine patient care indicates a need
for extraction; (d) excreta and externalsecretions (including sweat); (e) uncannulated saliva collected either in
an unstimulated fashion or stimulated by chewing gumbase or wax or by applying a dilute citric solution to the
tongue; (f) placenta removed at delivery; (g) amniotic fluid obtained at the time of rupture of the membrane
prior to or during labor; (h) supra- and subgingivaldentalplaque and calculus,provided the collection
procedure is not more invasive than routine prophylactic scaling of the teeth and the process is accomplished in
accordance with accepted prophylactic techniques; (i) mucosal and skin cells collected by buccal scraping or
swab, skin swab, or mouth washings; (j) sputum collected after saline mist nebulization.

45. 40
___Collection of data through noninvasive procedures (not involving general anesthesia or sedation)
routinely employed in clinical practice, excluding procedures involving x-rays or microwaves. Where medical
devices are employed, they must be cleared/approved for marketing. (Studies intended to evaluate the safety
and effectiveness of the medical device are not generally eligible for expedited review, including studies of
cleared medical devices for new indications.)
Examples: (a) physical sensors that are applied either to the surface of the body or at a distance and donot
involve input of significant amounts of energy into the subject or an invasion of the subject=s privacy; (b)
weighing or testing sensory acuity; (c) magnetic resonance imaging; (d) electrocardiography,
electroencephalography,thermography,detection of naturally occurring radioactivity, electroretinography,
ultrasound,diagnostic infrared imaging, doppler blood flow, and echocardiography; (e) moderate exercise,
muscular strength testing, body composition assessment, and flexibility testing where appropriate given the age,
weight, and health of the individual.
___Research involving materials (data, documents, records, or specimens) that have been collected, or will be
collected solely for nonresearch purposes (such as medical treatment or diagnosis). (NOTE: Some research in
this category may be exempt from the HHS regulations for the protection of human subjects. 45 CFR
46.101(b)(4). This listing refers only to research that is not exempt.)
___Collection of data from voice, video, digital, or image recordings made for research purposes.
___Research on individual or group characteristics or behavior (including, but not limited to, research on
perception, cognition, motivation, identity, language, communication, cultural beliefs or practices, and social
behavior) or research employing survey, interview, oral history, focus group, program evaluation, human
factors evaluation, or quality assurance methodologies. (NOTE: Some research in this category may be
exempt from the HHS regulations for the protection of human subjects. 45 CFR 46.101(b)(2) and (b)(3). This
listing refers only to research that is not exempt.)
___Full Board Review (check if none of the above applies)
I.I If your project may involve any of the following as subjects, please check:
___pregnant women
___prisoners or other persons under the supervision of the criminal justice system
___children
___fetuses
___elderly persons
___non-English speaking persons
___persons with acute and/or severe mental or physical illness
I.J. Is this research being undertaken with any non-WCU organization? ___Yes _X__No
If yes, name of cooperating institution:
If yes, attach a letter of approval from the cooperating institution
I.K Has a proposal for external support been submitted? ___ Yes _X__ No
If yes, Please provide the title of the proposal:
If yes, is notification of IRB approval required ___ Yes ___ No
If yes, provide sponsors name:

46. 41
Section II: Detailed Protocol: PLEASE PROVIDE COMPLETE ANSWERS TO THE FOLLOWING QUESTIONS:
(NOTE: Please keep headings, and type or cut and paste your text below each heading.)
A. Provide a brief summary of the proposed research in lay terms. Include major hypotheses (if appropriate), research
questions and research design.
Collegiate soccer players are being given an 11-question survey. All questions are related to their experience playing club
and collegiate soccer. The questions are aimed to determine if club soccer is an adequate method for youth athletes to
obtain college scholarships.
B. Describe the source(s) of subjects and the selection criteria. Specifically, how will you obtain potential subjects, and how
will you contact them? Will any compensation or incentives be given for participation? If so, what?
The surveys were made available to approximately 1,200 collegiate soccer players in the Philadelphia,
Pennsylvania area. The surveys were sent to a total of 26 schools, and 52 men’s and women’s teams total. Out
of the possible 1,200 responses, there were 85 total surveys completed. Athletes from the following schools
participated:
West Chester University of Pennsylvania, Messiah College, Valley Forge University, Shippensburg University,
Lincoln University, Bloomsburg University, Bucknell University, University of Delaware, East Stroudsburg
University, Lancaster Bible College, and Mansfield University. No compensation was given.
C. Informed consent: Describe the consent process, or if you are applying for a waiver of consent, provide detailed
justification for the requested waiver. Attach a copy of all consent documents after Section III, Signatures Page.
(see 45 CFR 46.116(c) and/or 45 CFR 46.116(d) for waiver guidelines.
It is a volunteer survey. They were asked to take it, and if they did then they consent to have their data collected in the
project.
D. Procedures: Provide a step-by-step description of each procedure, including the frequency, duration, and location of each
procedure.
Internet survey was made available from March 5, 2015 – April 15, 2015. The survey could be taken any time between
those dates.
E. How will confidentiality of the data be maintained? Include the exact location of the signed originals of the Informed
Consent Forms, the method of storage, and the names or titles of individuals (other than University and federal officials)
having access to the consent documents. Specify the date for destruction of data (surveys, disks, etc)?
All surveys are anonymous, and no personal information is collected.
F. Describe all known and anticipated risks to the subject including side effects, risks of placebo, risks of normal treatment
delay, etc.
N/A
G. Describe the anticipated benefits to subjects, and the importance of the knowledge that may reasonably be expected to
result.
This information is not necessarily important to the subjects being surveyed, but it is important to future college soccer
players and current youth soccer players. Also, soccer club organizations and high school soccer teams can also be
beneficiaries.

47. 42
CHECKLIST (Please complete checklist after completing application)
I. Project Information
_X__All appropriate fields are filledin.
___If this research is being undertaken with any non-WCU organization, a letter of approval from that organization is attached.
__X_Copies of questionnaires, surveys, etc. are attached.
Is this protocol associated with an application for external funding? ☐yes X☐ no
II.A. Summary
_X__Major hypotheses or research questions are provided (if applicable).
_X__Research design has been reviewed by faculty advisor if submitted by a student.
II.B. Selection of Subjects Identified
_X__Source of subjects is identified.
_X__Selection criteria are explained.
_X__Contact method is explained.
II.C Informed Consent Form
__X_All relevant Informed Consent Forms are attached.
__X_Contact information for Office of Research and Sponsored Programs (610-436-3557) is included.
_X__Appropriate language is used (usually 7th/8th grade language)
The following bold headings must be included and explained in each informed consent form:
___Nature and Purpose of the Project
___ Explanation of Procedures
___ Identification of Any Experimental Medical Treatments or Procedures
___Discomfort and Risks
___ Benefits
___Confidentiality
___Explanation of compensation, if any.
___Name of person to contact in case of research-related injury
___Withdrawal Notice is included.
___Any special circumstances dictated by the research design are included.
II.D Procedure Outlined
_X__Step by step description of each procedure is provided.
_X__Frequency, duration and location of each procedure are provided.
II.E Confidentiality
_X__Location of signed Consent Form originals is identified.
_X__Method of storage is identified.
_X__Names of people with access are listed.
__X_Themeans for maintaining confidentiality are fully explained.
II.F Risks
_X__Known or anticipated risks are explained. Possible side effects, use of placebos, risks of normal treatment, etc. are fully
explained.
II.G Benefits
_X__Anticipated benefits to the subject are described.
__X_Importance of resulting knowledge is described.
Attachments:
Identify attachments that have been included and those that are not applicable (n/a).
___Attached ___ n/a Copy of fliers, ads, posters, emails, web pages, letters for recruitment
___Attached ___n/a Scripts of intended conversations to participants to introduce the research
___Attached ___n/a Copies of IRB approvals or letters of permission from other sites
___Attached ___n/a Copies of all instruments, surveys, focus group or interview questions, tests, etc.
___Attached NIH (or other vendor, i.e. CITI) Human Subject Training Certificate(s) – REQUIRED
III. Signatures
___Faculty sponsor has reviewed the application in its entirety
___All required signatures are present
Section III: Signatures

48. 43
A. I certify that I have read the West Chester University Human Subjects Research Policy and to the best of my knowledge the
information presented herein is an accurate reflection of the proposed research project.
PI: Signature _____Dylan Flickinger________________________________ Date _April 24, 2015________
Co- PI Signature: __________________________________ Date ________________
Co-PI Signature: __________________________________ Date ________________
B. Approval by faculty sponsor (required when PI is a student):
___I have read this application in its entirety and affirm the accuracy of this application. I accept the responsibility for the
conduct of this research, the supervision of human subjects, and maintenance of informed consent documentation as required
by the IRB.
Signature Date

49. 44
Appendix C
U.S. Club Soccer Logic Model
Inputs
Outputs Outcomes -- Impact
Activities Participation Short Medium Long
- Quality coaches
- Parents
- Youth soccer players
- College soccer coaches
- Time
- Money
- Practice
- Games
- Tournaments
- Coaches, players, parents
- Coaches, players, parents
- Coaches, players,
parents, college coaches
- Develop soccer playing
skills in youth athletes
- Increase fitness and
ability levels
- Foster an environment
of high competition in
training
- Motivate youth players
to develop skills and
compete at high levels
- Create active and
healthy lifestyles in youth
athletes
- Providing opportunity
for youth soccer players
to showcase their skills
for college soccer
coaches
- Identify highly talented
players and get them to
the highest level of
competition
- Win championships
within the youth club
levels
- Youth soccer players
are recruited by college
coaches
- Youth soccer players
receive scholarships to
play soccer in college
- Youth soccer players
become professional
soccer players
- Former players invest
back into the U.S.
soccer club academies
through coaching and
administration
- Continued lifestyle of
active, healthy living
Assumptions External Factors
- Players and parents are participating in club soccer over high school soccer
- Ultimate goal is to play at highest level, and obtain college scholarships and/or reach
professional level
- Club soccer is expensive, and some talented players may not have the money to spend
on joining these clubs

50. 45
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