Thesis

Implementing an Athletic Heat Plan 1
Running head: Implementing an Athletic Heat Plan
Implementing an Athletic Heat Plan
Andrew Hofer
A Capstone Presented to the Faculty of the Teachers College
of Western Governors University
in Partial Fulfillment of the Requirements for the Degree of
Master of Arts in Educational Leadership
Date of PASS Here
Chair: Dr. Jason P. Marin
Student Mentor: Ms. Deborah Sells
Faculty Reader: Dr. William Leinbach

Abstract
The purpose of this study was to investigate the effect of implementing a heat plan into the rules
and regulations of the athletic code for an educational organization. This study was conducted at
a small high school that was the practicum site of the researcher. The research yielded results
that covered the amount of heat related injuries prior to and after the implementation of the heat
plan, the perceptions of the administrators in charge of the practicum site, and the increased
awareness levels of the student-athletes and their parents.

Acknowledgements
There are so many people who have helped my achieved all that I have accomplished in
my life. I would like to thank my wife as she has supported me throughout this process of
achieving my master’s degree. She has constantly encouraged me to shoot for the stars. Even
though this degree program and project too hundreds of hours to complete, she was supportive at
every step of the journey. I would like to thank her for all of her love, support, and patience
throughout the process of this degree plan.
I would also like to thank my parents who helped me develop a stubborn and strong work
ethic. To attain a Master’s, one has to be extremely diligent in their work. They raised me in a
fashion that lead me to work as a hard as I can on something until I have met my goals. These
ideals paved the way to my education and have helped me to understand the type of work ethic
that a person needs to accomplish big things in life. I would like to thank them for the values
they taught me and for the love and support that they gave and continue to give me in
educational opportunities.
Finally, I would like to thank all who helped me with this project. Teachers, coaches,
parents, administrators, athletic directors, and student athletes were all utilized at some point
during this capstone project. Without their help, the project would have been an undertaking that
I could not have achieved. I would like to thank them for the opportunity to research at this
practicum setting so that WE could make a difference in our schools.

Table of Contents
Chapter 1: Introduction to the Problem ……………………………………………… 6
Introduction …………………………………………………………………….…... 6
ResearchSetting ……………………………………………………………………. 7
Problem Statement …………………………………………………………………. 7
Cause of negative symptoms ……………………………………………………. 7
Recent history …………………………………………………….…….…….… 7
Using discretion …………………………………………………….…….……. 8
Proposed Solution ……….………………………………………………………..… 9
Rational …………………………………..………………….………………..… 10
ResearchQuestions. ……………………………………………………….………… 12
Chapter 2: Literature Review
Introduction ……………………………………………………………………….… 13
Sports in America …………………………………….…………………………..… 13
Amateur sports ………………………………………………………………… 14
High School Football …………………………………………………...…………… 15
Injuries ………………………………………………………….……………..…… 17
Sport related injuries………………………………………………………….… 17
Heat related injuries………………………………………………………….… 18
Protecting of Athletes ………………………………………………………….…… 22
Administrators and the organization as a whole …………………………….… 22
Coaches in amateur athletics ……………………………………………….…… 23
Negligence of the organization ……………………………………………….… 23

Prevention …………………………………………………………………………… 24
What schools can do …………………………………………………………… 24
Major changes …………………………………………………………………… 25
Summary …………………………………………………………………………… 26
Chapter 3: Methodology
Introduction …..………………...…………………………………………………… 27
Participants ………………….………….…………………………………………… 27
Student participants ……….………….………………………………………… 28
Coaching/administrative participants .………………………………………… 28
ResearchDesign……………………………………..………………………………. 28
Description of Instruments …..……..……………………….……………….……… 29
Procedure ………..…………………………………………………………………… 31
Chapter 4: Findings
Overview …..………………………………….……………………………………… 34
Quantitative ResearchResults ..………………………………………………………34
Qualitative Research Results ..……………………………………………………… 36
Surveys..……………………………………………………… …………………… 37
Interviews..……………………………………………………… ………………… 38
Summary ……………………………………………………………………………... 39
Chapter 5: Discussion and Conclusions
Introduction ………………………………………………………………………… 41
Discussion
Quantitative Data ………………………………………………………………… 42

Qualitative Data…………………………………………………………………… 42
Implications ……………. …………………………………………………………… 43
Limitations ……….……....…………………………….…………….……………… 44
Recommendations …………………………………………………………………… 45
MasterDegree Experience.………………………………………………………….. 45
References ………….……………………………………….…………………………… 46
Appendixes ………….……..……………………….……….…………………………… 50

Chapter 1: Introduction to the Problem
Introduction
Injuries are something that is common in all levels of athletics. Each year, many injuries
are inflicted upon high school athletes because of their participation in an athletic contest
(Fitzgerald, 2005). Many of the injuries occur because of coaches’ lack of training and because
the school does not have a plan to deal with crisis situations during time of extreme heat (A.
Faivre, personal communication, August 2, 2012). Coaches are employees of the school, and
therefore, have a strong connection to the injuries that impact these amateur athletes. These
coaches can be directly responsible for the protection of the athletes. Because these coaches are
extensions of the school that they represent, the school is also responsible for the athlete
(Biedzynski & McCaskey, 1996).
As a country, the United States has adopted a culture that wants its kids to fight through
the rigors involved in athletics. Conducting competition or activities in extreme conditions is
often viewed as something necessary for an athlete to succeed (Davis, 2008). This is actually
considered a rite of passage in some educational organizations (Kahn v. East Side Union High
School District, 2003). Due to this factor, student-athletes are playing through extreme
conditions that can lead to heat exhaustion, fatigue, dehydration, heat stroke, and even death to
be considered iron men (Davis, 2008). These types of heat injuries have also been a serious issue
that the practicum site has had to take on. Throughout the years, athletes have faced injury and
illness, some of which were caused by practicing through extreme weather conditions (A. Faivre,
personal communication, August 2, 2012). Upon speaking to various coaches, athletic directors,
and administrators, the researcher felt that it was necessary to change policy in order to prevent
heat related injuries.

ResearchSetting
The research was conducted in a high school setting where the researcher is currently a
teacher and an athletic coach. This is a small high school in rural Illinois. The school is home to
213 students (Fall Enrollment Counts, 2012). Many of the issues at hand were reviewed on the
athletic playing surfaces, in the trainer’s room, and in the coach’s office. This allowed for the
researcher to get an up close and personal look at the effects of the heat on athletes and how the
new plan affected athletes as a whole.
Problem Statement
Cause of negative symptoms. All of the negative symptoms that can come with high
heat and humidity during athletic events have presented a difficult problem that educational
organizations have to face. The main problem with which school districts are dealing is that the
student athletes are experiencing serious injuries while participating in athletics for the
organization because of the high heat and humidity, including at least twenty-one student athlete
deaths since 1995 across the United States (Fitzgerald, 2005). Dealing with hot conditions is not
something that is considered new in the realm of high school athletics. Many athletic teams
participate in competition or organized practice during the middle of the summer months. These
months also just happen to possess the hottest temperatures of the year. Also, these months tend
to produce extreme humidity which can lead to the temperature feeling even warmer outside than
it actually is (Hickox, 1991).
Recent history. During the past year of athletics, the practicum site had one student who
suffered injuries because of the high heat and humidity. This injury was deemed minor by the
athletic trainer and the athlete was allowed to rejoin the team after sitting out for a couple of days
following the injuries. The athlete was suffering from several medical conditions. Some of these

conditions included: dehydration, fatigue, and small levels of heat exhaustion (Duesing, August
3rd, 2012, Personal Communication).
The situation at this practicum site was not one that is unique. High school sports,
especially football, are extremely popular in the Central United States (Toporek, 2011). For
many of these sports, athletes will have trained during the summer months when conditions can
be considered brutal. For some athletes, growing up and practicing through these extreme
temperatures has become a rite of passage and is something that is iconic with developing
toughness and preparedness. For years, famous coaches like Bear Bryant put their athletes
through vigorous tests when the temperatures were hottest outside. In the past, injuries caused by
heat exhaustion still occurred. There were even deaths that occurred because of the conditions
that some of these coaches forced their players to compete in (Hurst & Knight, 2003, p. 29-29).
During the past couple of decades, our cultures idea towards what is socially acceptable
when dealing with athletic injuries has changed. What used to be accepted during summer
training is no longer considered to be proper practice when it comes to how high school coaches
deal with players. The courts have held coaches liable for putting students in ultra hazardous
conditions such as extreme heat and humidity (Fallon v. Indian Trail School, 1986). The Center
for Disease Control and Prevention emphasizes this idea by stating, “Heat illness during practice
or competition is the leading of death and disability among U.S. high school athletes,” (Heat
Illness, 2010, p. 1009).
Using discretion. Currently, in many schools, including the action research site, it is up
to the head coach’s discretion as to what precautions are taken when high temperatures and
humidity occur during times of athletic competition. The coaches in charge of each team work
for the educational organization and are not generally trained to understand the effects of heat on

his/her players (Fitzgerald, 2005, p. 919). At times, this lack of comprehension and preparedness
can cause athletic coaches to make decisions that are not always the correct or right decisions.
These decisions can lead to health risks like athlete injuries and deaths caused by the extreme
conditions. The decisions can also have social affects like lawsuits, loss of jobs, and heavy
levels of media scrutiny for the organization (Fitzgerald, 2005).
One of the major issues at hand is that the athletic coaches that the educational
organization is employing have to use their own discretion to decide what measures to take when
dealing with high heat and humidity. Coaches are not equipped to make the proper decisions
regarding this type of situation, but they recognize situations that could exacerbate further
injuries amongst their athletes (Vendrell v. School District NO. 26C, 1962). If coaches had a set
of regulations that they had to follow when dealing with situations of extreme heat and humidity,
it would take the decision making out of their hands and put it into the hands of those who have
the comprehension of how student-athletes should be handled when participating in the heat.
Proposed Solution
The practicum site needed to create and establish a set of guidelines and procedures that
all athletic coaches of their district had to abide by when it came to dealing with extreme heat
and humidity (Appendix B). These guidelines established specific temperatures and heat indexes
that initiated procedures for coaches to take precautions while practicing for the event. These
precautions included increased breaks, a reduction of the equipment to be worn during the
practice, or a cancellation of the practice.
This solution was not one that was guaranteed to end heat related injuries at the
practicum site. The hopes were that this solution would drastically reduce the amount of heat
related injuries to the student-athletes of the organization, while also taking important medical

decisions out of the hands of the athletic coaches of the organization. In theory, this solution
benefited the students’ health and also increased the protection of the school from unintentional
negligence caused by employees of the organization.
To elaborate on the proposed solution, the educational organization wrote down all of its
guidelines and went through a procedural meeting at the beginning of the summer. At this
meeting, all guidelines were reviewed with the athletic coaches of all teams that participated
during the warm months of the year.
During this meeting, the principal of the practicum site established the standards that
were to be followed hence forth. Each day during the warm months of the year, the temperature
was taken from WeatherUnderground.com by the principal of the practicum site. This reading
was conducted at 1:00 P.M. on a daily basis. If the heat index had reached 100 degrees
Fahrenheit or greater, certain precautions were taken. If the heat index was over 100 degrees
Fahrenheit, the athletic practices had to be limited to two hours and no pads were used during the
practice. If the heat index was greater than 105 degrees Fahrenheit, the athletic practices had to
be limited to one and a half hours and no pads or head gear were used during the practice. If the
heat index was over 110 degrees Fahrenheit, the practice was cancelled for the day.
The administrator of the practicum site informed the athletic coaches of the precautions
that needed to be taken in order to prevent injury to the student athletes from the extreme heat.
This process was completed each day as the temperature fluctuated on a daily basis. Upon
hearing from the principal of the educational institution, the head coach of each activity was in
charge of making the necessary changes to help prevent athlete injuries.
Rationale

These extreme symptoms have forced educational organizations to create solutions to
help solve and reduce issues that are associated between amateur athletics and high heat and
humidity. At the practicum site of the researcher, a solution was put in place to change the
culture of athletics and to protect the athletes and the coaches that oversee them. This plan
stipulates varying temperatures and heat indexes that are considered dangerous for athletes to
participate in physical activity. At certain heat indices, athletic teams were required by the
organization to take specific precautionary measures and canceling practice depending on the
severity of the situation. This plan was necessary so that the educational organization could
protect the athletes that participate for the organization and so that the organization could protect
itself and its employees from liability that comes from negligence due to a lack of situational
training and/or experience. Fitzgerald emphasizes this need by saying, “While the risk of heat
stroke is closely tied to the vigor of the competition, it is a risk that may easily be avoided
without affecting the vigorous nature of student athletics. More specifically, coaches may easily
adopt logistical safeguards, such as the scheduling of water breaks, in order to place vigorous
competition within a relatively safe context,” (Fitzgerald, 2005, p. 916-917).
By implementing this plan at the practicum site, several factors previously used by the
educational organization were phased out and replaced with modern policy that reflects the
national data in this area. Coaches were no longer in charge of making their own decisions about
when it was and wasn’t alright to allow their athletes to compete. Many states, including the
practicum state of Illinois, stipulate that schools can be held liable for competition in ultra-
hazardous conditions (Fallon v. Indian Trail School, 1986). This plan took away the
organization’s liability and allowed for the school to better protect itself, the athletes, and the
coaches in charge of the athletes.

ResearchQuestions
Upon discussion with administrators and coaches, several key research questions were put
into place. These included:
1. What effect does the implementation of a heat and humidity injury prevention plan
have on the number of reported heat related injuries?
2. How do various stakeholders perceive the effectiveness of the action plan?
3. Does the implementation of a heat and humidity injury prevention plan improve the
state of awareness of parents and students related to the dangers of such injuries?

Chapter 2: Review of the Literature
Introduction
The purpose of this literature review is to give a brief background of the importance of
high school athletics in order to provide discussion on how athletics affect student athletes and
how educational organizations need to do whatever it takes to protect their athletes from harm.
After this review, there is an examination of how implementing a heat plan affects student
athletes’ health and how it allows coaches of these organizations to make rational decisions that
are best for the athletes and the school districts themselves.
Sports in America
Currently, the number of people participating in amateur athletics in America is at record
high (Toporek, 2011). One such group, the National Federation of High School Athletic
Associations, recently conducted a survey on athletic participation at the high school level. In
doing this, they contacted schools across the nation to access their records on student
participation in athletics. According to the data, participation in amateur athletics has reached an
all time high for the eleventh consecutive year through 2010. The athletic survey data showed
that more than 7.6 million students across America were competing in high school athletics in
2010 (National Federation, 2011). This means that 55% of the students attending a high school in
America participated in a sport during the past year. Even though some sports did not have their
total participation increase, the overall participation numbers are at an all time high across the
United States.
The United States has truly embraced athletics as a means to a living, entertainment,
physical enjoyment, and as a way to enhance the competitive nature within our people (Liu,
2011). While the sports that are being played have evolved over time, they are still a large

symbol of the American culture. The importance of athletics on the American culture can be seen
through the athletic contracts, television contracts, athletic ticket prices, and advertising revenues
that have provided a large and very profitable business for our country. Many social benefits
come from athletics within the United States (Davis, 2009). Sports continue to grow in
popularity throughout the United States and continue to advance as more and more people have
athletic opportunities (Toporek, 2011).
Amateur sports. Since the United States increasingly values athletics, the youth of
America have adapted to the culture and embraced the idea that athletics are a very important
part of the American society (Gerlach, 1983). High school sports are wildly popular as the
participation in these competitions set up a personal identity for each individual athlete and many
communities throughout the nation (Davis, 2008). The benefits of playing high school sports
cannot be underscored. Sports have taught athletes teamwork, how to develop a strong work
ethic, how to respect others, and how to deal with situations involving pressure (Kennedy, 2008).
Unfortunately, for some of these sports, there can also have negative consequences that come
with the participation in athletics (McLain L., & Reynolds, S., 1989).
Even though participation in high school athletics has many great benefits, there are also
negative consequences to participating in these athletic programs; the largest of these
consequences being injuries to the athletes (McLain L., & Reynolds, S., 1989). A past study
portrayed some of the negative consequences that come with participating in high school
athletics. McLain, the director of the Parkside Sports Medicine Center in Parkridge, Illinois and a
pediatrician, and Reynolds, the head athletic trainer at Oak Park-River Forest High School,
decided to conduct a study on the number of athletes injured while competing in high school
athletics. To conduct their research, Dr. McLain and Mr. Reynolds (1989) studied and recorded

data from 1,283 students over the course of one school year to examine the health effects on the
students. When an athlete was injured while participating in athletics, the athlete was
immediately sent to the trainer or the doctor so that the injury could be recorded. Overall, 24
sports were examined for injuries during the study and 22% of the students that participated in a
high school sport were diagnosed with some sort of injury.
This study also broke down the injuries based on the sport being played at the time. For
those students that participated in football, the study showed that football involved the greatest
risk of injury (McLain L., & Reynolds, S., 1989). McLain and Reynolds’ findings revealed that
61% of those who played football suffered some sort of an injury during the season. This was the
highest percentage of players injured in any high school sport. Even though football did suffer
the highest percentage of injuries, many of the injuries were deemed minor, such as: cuts,
bruises, and scrapes. These injuries typically required the student athlete to be out of competition
for less than a week’s time period.
High school football
Out of all of the high school sports in our country, football is generally the one in which
most small towns take pride (Jenkins, 2012). Community pride can be seen as townspeople try to
create a sense of community by living vicariously through the athletes representing the local
population (High-Power, 1957). Even though America seems to embrace the game of football,
McLain and Reynolds’ findings that football players suffered the highest percentage of injuries
of the sports played at the high school level, brought to life interesting facts when examining
those who participated in high school football. Every summer and into the fall, these athletes put
their bodies at stake during the hottest months of the year. These players are put through
strenuous practices that are meant to toughen them mentally and to physically prepare them for

the season at hand (Vendrell v. Malheur County, 1962). Vince Lombardi really epitomized this
idea when he said, “No one is ever hurt, hurt is in your mind” (Davis, 2008, p. 577). In fact,
famous football coaches throughout history have even used tactics that would be considered
criminal in some states. These criminal acts could also be referred to as wanton or grossly
negligent. The California Supreme Court, in a case that involved high school athletics, decided to
weigh in on what it meant to be negligent within high school athletics. According to this court,
negligence consists of failing to protect the athletes from foreseeable harm and failing to avoid
unreasonable risks (Kahn v. East Side Union High School District, 2003). Unfortunately in
football, atrocious coaching methods that may involve unreasonable risks are commonly used to
help boost athletic performance for the upcoming season (Hurst & Knight, 2012).
Football is wildly popular, but it is also one of the most dangerous sports that an athlete
can participate in because of the amount of physical contact involved in the sport. A 1962 court
case put it best by writing, “The playing of football is a body-contact sport. The game demands
that players come in physical contact with each other constantly, frequently with great force…
Body contacts, bruises, and clashes are inherent in the game. There is no other way to play it”
(Vendrell v. Malheur County, 1962). The demands of the game have forced educational
organizations and their administrators to think of ways that will best protect their athletes.
Educational organizations are responsible for protecting the athletes that compete within their
district (Noce & Kaenel, 1996). Over the years, as various athletic organizations have examined
the injury data for football players, athletes have gained additional protection through better
equipment, new rules and regulations, and through awareness programs that let schools,
administrators, coaches, parents, and players know of some of the health threats that come with
playing the game of football (Whitely, 2011).

Injuries
Sport Related Injuries. Sports injuries account for millions of dollars in expenditures on a
yearly basis in the United States (Fitzgerald, 2005). Millions of emergency room visits are taken
by amateur athletes every year. Burt, a physician for the Center of Disease Control and
Prevention, and Overpeck, a physician for the National Institute of Health, recently conducted
research on the amount of emergency room visits taken for sports related injuries in a year.
During this study, the doctors collected data from hospitals across the nation and recorded the
amount of visits taken to the emergency room specifically for sports related injuries. According
to their research, around 3.7 million sport related emergency room visits are taken on a yearly
basis (Burt & Overpeck, 2001). These visits can account for over $680 million dollars in medical
expenses. Even though this number is extremely high, they do not take into account for the
increasing number of student athletes in the United States and the increasing cost of health care
across the country.
When students are involved in sports, there are always going to be risks associated with the
participation in these athletics. For athletes, injuries have come in all shapes and sizes. Some of
the injuries that high school athletes have faced are bone structure injuries like breaks and
fractures, sprains of all ligaments, bruises, cuts, burns, concussion and head related injuries, and
heat related injuries (Mello et al, 2009). All of these types of injuries are ones that athletes are
susceptible to. Even if the educational organization has put in place the best plan to protect its
athletes, there are still going to be injuries. In a past court case involving amateur athletic
injuries, the courts stated that, “no matter how well a coach trains an athlete, there are always
unexpected events which may produce an injury” (Gasper v. Freidel, 1990).

Heat related injuries. Some sports, like football, are very physical in nature. Due to this
fact, injuries are inevitable and sometimes unpreventable (Gasper v. Freidel, 1990). Currently, in
our society, football injuries are a major topic. Many kinds of football related injuries can occur
including: sprains, contusions, concussions, lacerations, fractures, and various types of heat
related injuries (Mello et al, 2009). One of these injuries, heat related injuries, has garnered
attention in the national media as there have been several Division 1 football athletes and
professional athletes that have passed away because of heat related injuries (Fitzgerald, 2005).
This is a different type of injury than most other types of injury in that it can be prevented if
handled in the proper manner. When athletes are exercising, their bodies produce 15-20 times
more heat than when they are resting (Adis, 2005). Also, when athletes are competing in
strenuous conditions, such as extreme heat and humidity, the stress from the competition can
take a serious toll on their bodies. Not only will this external stress affect the performance of the
athlete, it also has the potential to affect the overall health of the athlete and put him/her in
danger (von Duvillard, 2008).
With the correct precautions, heat related injuries can be drastically reduced by taking
simple measures during time of competition. Some of these may include extra breaks, increased
water breaks, and competing in the cooler hours of the day (Fitzgerald, 2005). According to the
Centers for Disease Control and Prevention, heat related injuries are the leading cause of death
and disability for amateur athletes (Gilchrist et al, 2010). To conduct their findings, the Centers
of Disease Control and Prevention examined 100 schools for a five year period when analyzing
their data on heat illness in high school athletics. The center finds their data by contacting all
members of the National Affiliated certified Athletic Trainers group. When contacting these
trainers, the Centers for Disease Control and Prevention looked for the total number of heat

related illnesses that they treated during the previous athletic season. They also found out the
severity of the injury and the amount of time that the injured athlete had to abstain from athletics.
On average, they found that over 9,200 athletes suffered some sort of heat illness during the year
(Heat Illness, 2010). In saying that, their data could be a little off as only 42% of schools report
having an athletic trainer at their facilities on a consistent basis. This statistic could lead to other
heat illnesses that are not being detected or reported by the schools or the athletes of the schools
who do not have the knowledge to determine a heat related illness.
According to the Heat Illness Symptoms Index, heat illness is defined as “dichotomous
fashion, either present or absent, reflecting significant symptomatology associated with increased
core temperature” (Coris et al, 2006, p. 340). During a recent study at the University of South
Florida looking to examine this illness, a team of physicians from around the country analyzed a
group of 95 athletes for nine days. This study allowed the doctors to have 855 observations of the
athletes with each observation being an athletic practice or event. The athletes missed a total of
14 observations during the nine day time period because of heat and heat related illness. This
research also allowed the doctors to analyze weight loss, the effects of prescription medicine on
heat related injuries, and how the athlete’s body mass changed during a period of competition in
high heat and humidity. The doctors examining these athletes found an array of symptoms that
are associated with heat illness. Some of the smaller symptoms consisted of dehydration, dry-
mouth, fatigue, and chills that were associated with heat illness (Coris et al, 2006,). Other, more
significant injuries included: (a) brain and nervous system impairment, (b) kidney problems, (c)
blood clots, and (d) lung malfunction. In recent years, there have even been several instances
where death has been caused by heat illness (Yao, 2009). These symptoms are not minor and
have caused serious problems with various student athletes in the past. During a practice in

Kentucky several years ago, high school football player Max Gilfin passed away from a heat
stroke that he suffered during practice while preparing for the season during a hot summer day
(Daugherty, 2011). Cases like this truly shed some light as to why schools must take heat illness
so seriously.
For some sports, large amounts of equipment are worn during activity. Again, this is
especially true for football players. Working for the Department of Kinesiology for the
University of Connecticut, a group of doctors from around the nation analyzed the effects that
this equipment had on athletes. To do this, the department gathered three male athletes who had
recently finished their football careers (Armstrong et al, 2010). These men were put through a
series of lifts and treadmill exercises in various pieces of football equipment to see how their
core body temperatures would react. They were trained wearing normal workout clothes, full
football uniforms, and partial football uniforms that only included helmets and shoulder pads.
When conducting the experiments, the athletes’ core temperatures were raised an average of 2
degrees Celsius when they were wearing a full football uniform. These athletes were also only
able to exercise for 35 minutes on the treadmill before becoming too heated to continue
(Armstrong et al, 2010). When the athletes wore a partial uniform, their core body temperature
still rose about 2 degrees Celsius, but it took about 45 minutes of treadmill activity before their
temperatures reached this state. Finally, when they were wearing normal workout clothes without
football uniforms, the athletes’ core body temperatures rose only 1.5 degrees Celsius and they
were able to train on the treadmill for over fifty minutes before becoming over heated. The
doctors’ work enabled them to come up with several conclusions. When an athlete wears football
equipment, partial or full uniform, the athlete’s core body temperature will most likely rise
higher than when they are wearing normal workout clothes. Also, this equipment shortens the

amount of time that an athlete can actively participate in a sport before reaching exhaustion and
becoming overheated (Armstrong et al, 2010).
Protecting of athletes
For an educational organization, protecting its athletes has to be a top priority. The courts
have stated that, in regards to minors, “the rights of minors are to be carefully guarded” (Will v.
Northwestern University, 2007). Since schools have the obligation to protect these minors,
educational organizations must breakdown their protection towards several different groups.
These include coaches, administrators, and the organization itself.
Administrators and the organization as a whole. Every educational organization owes
its student-athletes a duty of reasonable care (Morris v. Union High School District, 1931). This
can be defined as the organization providing proper safety equipment, assigning competent
coaches to handle the instruction of the sport, letting all participants know of the inherent risks of
playing the sport, and providing athletes a safe environment to conduct their sport in (Krivacka
& Krivacka, 1999). Truly, it is the responsibility of school personnel to maintain this safe
environment for all student athletes. As a whole, the organization and its personnel are in charge
of exercising ordinary and reasonable care to help prevent harm to the student athletes (Becket v.
Clinton Prairie School Corp., 1987). By exercising reasonable care, schools must put into place
enough measures to actively protect their student-athletes from harm, while also hiring the
proper coaches to lead the athletic program at hand. This idea includes protecting athletes from
all foreseeable harm that could be anticipated coming towards the athletes. Although many risks
are unavoidable, schools can foresee certain amounts of harm that could be placed upon their
athletes and are in charge of helping to prevent or lower the risks associated with each individual
sport (Leahy v. Hernando County School Board, 1984).

Coaches in amateur athletics. The category that is most closely associated with the
athletes themselves is the athletic coaches (Karns, 1986). Athletic coaches play a special role in
athletics as they are the ones that teach the athletes the core practices of the specific sport.
Coaches owe a certain duty of care to their athletes when it comes to protecting them from harm.
When an athletic coach is in charge of a certain team, he/she has specific responsibilities that
they must abide by. According to the Circuit Court of Appeal in Louisiana, a coach is charged
with being knowledgeable in that particular subject matter so that they can conduct practices,
lead in training, and instruct the athletes in a manner that will best train them for the upcoming
events in which they are participating (Herring v. Bossier Parish School Board, 1994). High
school athletic coaches have the duty to properly train their selves enough to competently lead
the team of athletes that they have been put in charge of. Karns best demonstrates this idea when
he states:
In addition to controlling the athletes under his or her supervision, a coach may
owe a duty to those athletes to take steps to protect them from harm. Coach
activities that probably fall within the duty of care include: properly supervising
athletes and assistants to insure adequate protection against accident or injury;
properly instructing athletes concerning game rules; and insuring that
environmental considerations do not pose a threat of injury to participating
athletes (Karns, 1986, p. 464-465).
Coaches have a definitive role when it comes to athletics, and they must do what is necessary to
protect their athletes from harm.
Negligence of the organization. Besides the moral factors associated with protecting the
student athletes that are representing a certain educational organization, academic institutions can

also face legal responsibilities when dealing with student athlete protection issues. A person or
organization that breaches the duty of reasonable care or fails to protect the student athlete from
foreseeable harm can be negligent and subject to legal issue (Malpractice, 2002). Even though it
varies state to state, a representative of the government, like school employees and coaches, have
been held liable in certain instances (Pfander, 2011). If the act of negligence is deemed a
criminal act, government agencies like schools have been deemed liable for failing to provide
this reasonable care to their student athletes.
One man who has studied the negligence of organizations is Professor Jack Karns of East
Carolina University. Karns, has served as a professor at several universities, has law degrees
from Georgetown and Loyola University, and has worked with five different states as an
employee of their athletic associations. In his journal in the North Dakota Law Review, he
emphasizes this idea by stating, “The number of lawsuits based on secondary school sports
injuries has increased at an alarming rate during the past decade” (Karns, 1986, p. 456).
Educational organizations must provide a reasonable duty of care to protect its athletes from
harm and injury.
Prevention
What the schools can do. Unlike some other sports injuries that athletes may suffer,
educational organizations can create measures and stipulations to lower the risk of heat related
injuries. School athletic programs can monitor athlete weight loss, check on student
antihistamine use, and check for an athlete’s core temperature at the beginning of the season. All
of these processes can help academic institutions prevent heat related injuries (Wexler, 2006).
Organizations can also buy equipment and uniforms that allows for the coolest environment
possible. Some clothing and equipment can help to retain heat and make it more likely for an

athlete to develop a heat related illness. Putting on different clothing and changing to a lighter,
less heat-holding equipment can help the body temperature to stay cooler (Heat, 2004).
Major changes. According the U.S. Centers for disease Control and Prevention, a little
over 70% of all heat related illnesses occur to football players specifically (Gilchrist et al, 2010).
This is an alarming statistic to educational organizations because thousands of schools across the
country partake in this sport each fall. Football is generally practiced or prepared for during the
hottest months of the year: June, July, and August. Other sports like baseball, softball, track, and
volleyball may also be more prone to heat injuries because they are also played or prepared for
during the hot summer months. Because of this idea, major changes are needed to help prevent
heat injuries to high school athletics. One reformative idea taking place across the country is to
stray from the typical practice schedule. Whenever possible, schools should have practices and
competitions during the morning or late evening hours when the temperatures are cooler outside.
This idea allows for athletic events to be conducted at cooler times and allows for the athletes to
stay cooler. If this is not possible, the event should be cancelled in order to avoid putting the
athletes at harm’s risk (Heat, 2004).
Also, schools can monitor the temperature and the heat index outside. By checking
these two weather related items on a daily basis, educational organizations can make important
decisions that could save the lives of their student athletes. To ensure the safety of all athletes,
schools should limit the amount of time that an athlete can be outside and the amount of activity
that they can partake in while they are outside (Moran, 2001). Also, they can take measures, such
as wearing less equipment, to better enhance the overall safety of the student athletes of the
organization as this equipment can increase the amount of heat stress on the body of the athletes
(Armstrong et al, 2010).

Summary
Protecting student athletes is an important trait for educational organizations. When it
comes to protecting athletes from heat induced illnesses, educational organizations must be
proactive in taking precautions to protect the student athletes from foreseeable harm and
avoidable risk (Karns, 1986, p. 464-465). Since heat illness, is the leading cause of death and
disability amongst high school athletes, schools must take specific precautions to ensure the
safety and good health of their athletes (Gilchrist et al, 2010).
This literature review shows that there is strong evidence of the negative effects of athletes
competing in high heat and humidity. It shows that heat plays a significant role in the exhaustion
level of the athletes, the overall stress on the bodies of the athletes, and that heat can play a
considerable role in the causation of major injuries. The review also shows that preventative
measures can be taken to halt heat induced injuries and to reduce the liability that an educational
organization has towards the care of their student athletes. After further review of the research,
implementing a heat plan that specifies what equipment athletes wear, how long practices and
competitions are, and whether or not an athletic competition will be held as scheduled, seems to
be potentially effective in reducing the number of heat related injuries for student athletes.

Chapter 3: Methodology
Introduction
This study took place within the high school building of the practicum site. There were
seven sports that were actively engaged and in season during the time of the study. These sports
included: (a) football, (b) boys basketball, (c) girls basketball, (d) volleyball, (e) track, (f)
softball, and (g) baseball. All of these sports had various activities and competitions during
June, July, August, or September of 2012. As part of the plan, the administration of the
educational organization agreed that all sports would follow the mandates set up by the
implementation of the heat plan (Appendix B). This plan was established and put into use within
the educational organization on June 1, 2012.
Several instruments were used to survey athletic directors on the need for heat plans
(Appendix C), coaches on whether heat plans would increase the safety of their athletes, and
administrators, parents, and athletes as to whether or not the plan increased safety for the
athletes. The administration of the school utilized Weather Underground as the source for the
meteorological data that were used when analyzing whether or not the school needed to take
action towards the athletes according to the heat plan. When the weather came into the extreme
range as designated by the heat plan, the administrator of the practicum site discussed the
modifications that needed to take place during practice/competition of each sport with the
individual coach of each competition.
Participants
The participants in this plan were all amateur athletes between the ages of 14 and 18, or the
normal age of a high school student. Within the school, there were 217 students that could have

participated in athletics or competitions for the organization (Illinois Interactive, 2012). This site
has one of the smallest high schools in the state of Illinois. A total of 32% percent of these
students were low income students. Also, 110 of the students were male and 107 of the students
were female. The school is strongly Caucasian, as around 90% of the total school population was
considered to be Caucasian.
Student Participants. At this particular practicum site, around 66% of the student body
competed in some sort of competition that was established by the educational organization
during the school year. All of these participants had some sort of summer training or competition
that was held during the extremely hot months of the year. A total of 46 students participated in
football, 18 in boys basketball, 14 in girls basketball, 63 in track, 4 in baseball which is part of a
co-op with another school, 5 in softball which is also part of a co-op with another school), and 17
in volleyball.
Coaching and Administrative Participants. Each of the competitions was lead by a head
coach that was hired by the educational organization. These coaches were hired to lead these
athletes and to have authority over the athletes during times of competition, practice, and overall
participation in the sport. The coaches (N=10) that were interviewed were from the various
sports within the practicum site district. The coaches’ experiences levels ranged from a fifth year
coach to a veteran coach with more than 15 years of experience. Other coaches, athletic
directors, and administrators from other educational organizations were also interviewed at this
time. Some of these educational organizations had heat plans previously implemented and some
did not currently use a heat plan within their districts.
ResearchDesign

This plan was considered an action research study due to the nature of the researcher’s role.
Participants at the capstone setting were observed to scrutinize what qualitative and quantitative
data the examination produced. The study was developed to gather data about the affects of the
implementation of a heat plan into an educational organization. This study was used as an
attempt to limit student-athlete injury and to help increase the safety nets that support educational
networks.
Within this study, quantitative data were collected regarding the amount of heat related
injuries prior to and after the implementation of the heat plan. This involved a comparison of
historical data on student injuries compared to the data of student injuries post plan
implementation. Observations were conducted during the course of five months in which the
athletes of the practicum site were analyzed for injuries that related to extreme heat and
humidity. Qualitative data were examined in this action research study to determine participant
perceptions. The study aimed to find out if the thoughts and opinions of parents and their athletes
changed towards heat related injuries because of the heat plan (Appendix D). Also, the plan was
utilized to see if students, coaches, administrators, and parents were enlightened about the risks
associated with competition in situations of extreme heat and humidity through the
implementation and use of the action research plan.
Description of Instruments
Several different instruments were used during this action research study to help ensure
validity and the reliability of the research and to provide data on the effects of the
implementation of the plan. To examine the quantitative data on the amount of injuries caused
by heat and humidity with the athletics of the practicum site, figures from Microsoft Excel
were used to chart past and present data on student-athlete injuries. Charts that covered the

amount of heat related injuries from years past were compared to charts that dealt with heat
related injuries from the previous year. These data increased the validity of the research by
providing evidence as to whether or not the action plan had a positive effect of the number of
injuries.
Another instrument that was used to examine the qualitative data of the research was a
survey given to administrators (n=2), athletic directors (n=1), coaches (n=8), athletes (n=3),
and the parents of the athletes (n=3) (Appendix C). This survey questioned whether or not the
implementation of the heat plan was something that caused them to change their perceptions
towards student competition in extreme heat and humidity. This survey also covered whether
or not they considered heat and humidity to be a big problem within their district and if they
felt their coaches were properly trained to deal with the extreme conditions. The depth of this
action research study was increased by using this tool because the survey provided data on
how the participants felt about the plan and whether or not they felt the plan would increase the
overall safety of the athletes at the practicum site.
Finally, the last instrument used within this action research plan was one on one
interview questions with the participants of the action research plan (Appendix D). Several
athletes (n=3), coaches (n=3), parents (n=2), and administrators (n=2) were interviewed to help
answer the research questions. The validity and reliability of this action research study were
enhanced by the use of interviews for several reasons. These interviews allowed for the
interviewer to get a better understanding towards the perceptions of the implementation of the
heat plan on those that were affected by the plan. The interviews also allowed for clarity in
answering all proposed research questions and provided data triangulation of the survey
instrument.

Procedure
Once the study of the action plan was decided upon, several actions needed to take place.
Data from injuries during previous years were collected. These data also showed the various
types of injuries that the athletes of the practicum site suffered. By reviewing the data from
injuries occurring in previous years, the school was able to establish a basis on how the plan
affected heat related injuries as compared to years past. One variable of these data that could not
be changed is whether or not the weather was extremely hot during the past years as compared to
the time frame when the action research was conducted. Temperature data from previous years
were not collected and reviewed; therefore, temperature comparisons to the current year were
made.
Once it was determined that this action plan would be implemented for the upcoming
school year, all athletic coaches needed to be informed of the requirements that came with the
implementation of the action plan. During May, the administrators and coaches of the practicum
site sat down to discuss the regulations of the new heat plan. The rules were laid out and the plan
began on June 1, 2012. The study of the plan was carried out through September 30, 2012. This
allowed for the research to be conducted during the four warmest months of the year for the
practicum site.
After the plan was introduced to all participants, coaches informed their athletes and
parents about the new rules. Once June 1, 2012 came, the new rules went into full effect. Each
day, the administrator of the school would check the temperature and the heat index at 1:00 P.M.
to determine the level of the heat index for the day. This time was agreed upon as it occurred
during one of the warmer times of the day. If the day was extremely warm, the temperature
would be checked hourly from 12:00 P.M. until 7:00 P.M. to check for fluctuation of the

temperature. If at some point the heat index met one of the benchmarks established by the action
research plan, various adjustments were made by the coaching staff of all sports participating at
this time. During the selected time frame, athletes in football, volleyball, boys basketball, girls
basketball, track, softball, and baseball were observed under the new plan.
Surveys. Upon reaching September 30, 2012, the examination of the plan was complete.
After this time, surveys were sent out to the coaches, parents, and athletes of the practicum site.
This survey covered their perceptions of the heat plan and whether or not the plan made a
difference in the performance and safety levels of the athletes. Also, athletic directors and
administrators were surveyed to see how many other schools have a heat plan and to see if their
plan has been successful in its reasoning. This survey allowed for the researcher to see the effects
of the plan at the practicum site while also seeing how the plan affected change in perceptions
and actions within the educational organization. These surveys were sent via email to all
participants. The surveys were created on Survey Monkey where the data could be collected,
totaled, and categorized to best meet the needs of the study. The participants were given ten days
to complete the survey and send in their information to the researcher.
Follow-up interviews. To enhance the depth of the research, follow up questions were
conducted with several of the survey participants. These interviews were conducted in a small
room setting where only the interviewer and a single participant were in the room. The questions
sought a closer examination of the initial survey and allowed the interviewer to pry into the mind
of what the participants were actually feeling or thinking while answering the questions that they
were previously surveyed on. The interviews took place over the course of two weeks after the
initial surveys were sent out.

Injury Calculations. Collecting injury data was a challenging process during this research.
The educational organization as a whole did not keep track of the overall number of injuries
during the seven years prior to the study. Only injury data deemed major by the district, injuries
that involved hospitals and paramedics, were collected by the organization. To seek more
thorough injury data, the researcher went to the head coach of each sport participating in the
research, and sought their data on the number of injuries that took place within the sport. All
coaches had a binder keeping track of the injuries from their particular sport. The data on the
number of injuries in each sport were taken from the injuries that were filed by each coach. Each
coach emphasized that injuries were tracked to the best of their ability and that it was possible
that one or two injuries may have not made its way into their data collection.

Chapter 4: Findings
Overview
The purpose of this research plan was to investigate the effectiveness of the
implementation of a heat plan on the number of injuries within the research site. Additionally,
the perceptions of the plan were examined through surveys and follow-up questions with the
participants of the research. The following research questions guided the capstone:
The data gathered from this research were organized by the type of data that were collected.
The first question was quantitative and allowed the researcher to see the effect that the plan had on
the actual number of injuries for the athletic teams of the educational organization. The last two
questions are qualitative in nature and allow for the researcher to understand the perceptions and
awareness levels of the participants of the plan. Qualitative results were collected through the use of
surveys and interviews with various participants.
Quantitative ResearchResults
The researcher gathered quantitative data through the examination of historical injury
records kept by the coaches of each individual sport. Before the beginning of the research was
conducted, each coach turned in a record of the number of injuries that their athletes had fallen to
during the seven years prior to the research to give the researcher a number of injuries that had
affected the athletes of the organization. The researcher also collected data that showed the

number of heat related injuries that had occurred within the total number of injuries. Figure 4.1
outlines the number of total injuries that occurred for the designated sports during the previous
seven years of competition and this past season. Figure 4.2 outlines that number of heat related
injuries that occurred during the same time period.
The information from Figure 4.1 shows that the overall number of injuries was lower in
2012 than five of the previous six years. For the 2012 athletic season, 69 injuries were reported
by the athletic coaches of the district. These injuries ranged from cuts and bruises to fractures
and concussions.
Figure 4.1 Average Total Number of Injuries Reported
0
20
40
60
80
100
2006 2007 2008 2009 2010 2011 2012
AmountofInjuries
Year
Practicum Site Athletic Injuries
Athletic Injuries
The data from Figure 4.2 reflected that the overall number of heat related injuries in 2012
were lower than any other year reviewed by the researcher. Only 1 student athlete suffered from
a heat related injury during the past athletic season.

Figure 4.2 Average Total Number of Heat Related Injuries Reported
0
1
2
3
4
5
6
2006 2007 2008 2009 2010 2011 2012
AmountofHeatInjuries
Year
Practicum Site Athletic Heat Injuries
Heat Injuries
Even though the number of total injuries (n=69) was less than in recent years, it was not
the fewest amount of injuries that the district had in its historical data. In 2008, fewer injuries
(n=64) were suffered than in 2012. The evidence from the data does suggest that the heat plan
did lower the number of heat related injuries for the practicum site. During the 2012 year, only
one heat related injury was reported. When examining the data, the researcher found that no
fewer than three heat related injuries had been collected in any of the other historical years that
were examined. The data shows a 66% reduction in the number of heat related injuries as
compared to the number of heat related injuries during the previous six years.
Qualitative Research Results
The researcher gathered qualitative data through parent, athlete, administer, coach, and
athletic director participants. The data from these participants were collected through surveys
and interviews. A collection of questions were compiled and sent out to the participants of the
study to examine their perceptions of competing in heat and humidity and to examine their
awareness levels as to the dangers of competing in heat and humidity. Follow-up interviews were

also conducted with several of the participants to gain a better understanding of the effectiveness
of the plan on their overall level of awareness when it comes to competing in high heat and
humidity.
Surveys. The surveying of various people associated with the educational organization
allowed the surveyor to gain some understanding on the perceptions and awareness levels
towards the athletic heat plan. Through this process, surveys were given to administrators (n=2),
athletic directors (n=1), coaches (n=8), athletes (n=3), and the parents of the athletes (n=3)
(Appendix C). Through this survey, the researcher found that 72.4% of participants thought that
athletic competitions in the high heat and humidity were conducted in an appropriate manner
after the implementation of the plan. In saying that, there were mixed signals from the
participants as only 64.7% of those surveyed thought that the staff of the organization was
properly trained to deal with situations of high heat and humidity. These two categories in the
survey could have showed contradicting opinions that were looked at in the follow-up interview
questioning.
Looking at the heat plan itself, 94.1% of those surveyed agreed that the implementation of
the heat plan was beneficial to the student athletes and the organization as a whole. Only one
response deemed that the plan had not benefited the organization as a whole. This response came
from a student who was also later interviewed to gain understanding as to the perception of the
student athlete. Out of the school personnel that were surveyed, 100% said that the
implementation of the plan was beneficial to the educational organization. The school personnel
included: coaches, administrators, and the athletic director of the organization.
While analyzing the rest of the findings associated with the survey, the researcher found
that 82.3% of those polled claimed that the heat plan changed the way that they looked at

competing in the heat. Most responded that they had not personally had to deal with a situation
where they deemed it dangerous to compete in the heat, but that they had now started thinking
about the implications of competing when the temperatures and humidity levels are at high
levels. In the extended response portion of the survey, very few people said that they their
thoughts and opinions towards competing in the high heat and humidity had changed. They did
state that they now thought about the heat when it was hot out, but that their thoughts towards
competition in the high heat and humidity were unchanged.
Interviews. The follow-up interviews allowed the researcher to gain a stronger
understanding of some of the evidence gained from the surveys themselves. In the survey, there
was a mixed reaction as to whether or not the organization was truly prepared to handle
situations of high heat and humidity amongst an athletic competition. When speaking to the
athletic director of the research site, he exclaimed that we, “generally handle the situations well,
but we are not as prepared as we should be as a district to handle these situations.” When
interviewing a coach who thought that the organization was not as prepared as it could have
been, the coach said that, “I have the basic knowledge that has been passed down to me. But in
saying that, I have never truly been given any guidelines on the heat and humidity and I am not
fully aware of all the symptoms that are associated with competing in high heat and humidity.”
These reactions indicate that the participants of athletics within the organization may be aware of
the dangers of competing in high heat and humidity, but they may not be fully prepared to handle
these dangers.
Another coach within the organization continued this conversation by stating that, “the heat
plan has forced us to take a look at how we handle situations of high and humidity. Before, we
just did what we normally do. Now we are actually starting to give some attention to this issue.”

This statement shows that the athletic heat plan did cause a change in mindset of the participants
at the research site. While 35.3% of participants surveyed still think the organization needs to
work on the training it gives for competitions in high and humidity, the perceptions towards
competing in the heat and humidity have changed. Asking the principal of the research site his
thoughts, he stated, “it’s definitely something that all of those involved in our district have to
think about now.”
One student had different thoughts towards the implementation of the athletic heat plan.
This student admitted that, “I do not have a strong understanding of the concerns that are
involved with playing in the heat and humidity, but I hate it when practice has to be changed
because of the plan.” This student was not concerned with the overall effect of the plan itself, but
about how the plan was going to change the conditions that the student athletes practiced in. I
asked all 10 participants that were interviewed if their perceptions towards competing in heat
were changed because of the implementation of the heat plan and all responded with, “yes.” I
asked these participants why and the answers were varied, but the main answer was, “because we
have to these days.”
Summary
The quantitative data that were collected for the study indicated that there wasn’t a clear
correlation between the implementation of the heat plan and the overall number of athletic
injuries for the educational organization. The data did show that the number of heat related
injuries was drastically reduced upon the implementation of the heat plan. The qualitative data
gathered through the surveys showed that the participants had little concern about the athletes of
the organization competing in high heat and humidity. The data also revealed that there are
questions as to how knowledgeable the student athletes and the organization as a whole are in

regards to how to handle situations of extreme heat and humidity. Through follow-up interviews
with several of the participants, the researcher found that the perceptions of the participants
towards handling situations of heat and humidity had changed. Many participants showed a
favorable response towards the district implementing some sort of a plan and taking action to
slow a problem that the organization has had to deal with. The interviews indicated that a
majority of coaches, parents, athletes, administrators and athletic directors deemed the plan
effective and needed. Overall, the participants seemed to deem the plan helpful in changing their
perceptions towards competing in high heat and humidity, but they also indicated that the
organization needs to increase awareness levels on heat related injuries and overall health
practices when competing in high heat and humidity.

Chapter 5: Discussion and Conclusion
Introduction
While conducting an assessment of the organization’s needs with the administration of
the practicum site, it became apparent that the organization needed to implement a plan that
could potentially make the playing conditions safer for all of the athletic participants at the
research site. Through a process of sitting down with the administration of the school and the
coaches of the athletic teams of the organization, a plan was put into place that designated
guidelines in how the coaches of the organization had to handle competition during times of high
heat and humidity. Students, coaches, athletic directors, administrators, and parents all
participated in the research.
During the research, quantitative data were collected through the examination of the
amount of injuries in past years. The researcher examined the number of injuries for the past
athletic year and compared those numbers to the previous six years. The researcher also
examined the number of heat related injuries for the past athletic year and compared those
numbers to the previous six years.
Qualitative data were also collected through surveys and follow-up interview questions.
These surveys and interviews allowed the interviewer to gain insight as to the perceptions that
the participants had towards the heat plan and to the awareness levels that the participants had
towards the problems associated with the implementation of the heat plan. The data collected
from the surveys, interviews, and the injury reports were appraised using the following research
questions:

Discussion
Quantitative data. The quantitative data showed that there was a decrease in the overall
number of heat related injuries following the implementation of the athletic heat plan. Only one
student was diagnosed with a heat related injury during the 2012 year. This was a dramatic drop
as the school had not had less than three heat related injuries during any of the other historical
years examined. The quantitative data did not show conclusive evidence as to the implications on
the overall number of injuries. While it can be assumed that the number of heat related injuries
would fall, other types of injuries can be more prevalent based on the athletes and the athletic
situations that come up within an athletic year. Overall, the research shows that the plan was
productive in lowering the amount of heat related injuries for our athletes.
Qualitative data. Many participants of this research study were pleased with the results
and the process that entailed the implementation and use of the athletic heat plan. For many, heat
was not perceived as something that organization struggled with when dealing with its athletic
teams. After examining the data and researching other heat related injury cases across the
country, all parties were concerned with the care that the organization showed towards dealing
with heat related injuries.
The participants of this plan, especially the parents and administrators of the
organization, were particularly enthused with the results that stemmed from the research. The

parents and students were excited to see that something extra was being done to look out for their
best interests and safety. The athletic directors and administrators were excited that something
was being done to enhance the safety of the students, which protects the organization from
parental anger and legal action, while also protecting the athletes.
While talking to several coaches, they seemed hesitant at first to use the plan because it
was something new to them and they worried that measures would be taken that would interrupt
their normal practice schedules. After going through the plan, the coaches indicated that the plan
was successful in protecting their student athletes. They also pointed out that very little
modification towards their practices had to be made. When changes did have to occur, they were
only for a short period of time. Overall, the coaches’ perceptions towards the plan were positive.
While surveying student athletes and coaches, very few deemed participating in high heat
and humidity as dangerous. In fact, participants felt that participating in the heat and humidity
was something that was normal and toughened up the student athletes. The coaches of the
athletic programs also deemed that they were undertrained when it came to dealing with
situations of high heat and humidity. Even the administrators of the organization admitted to that
they were not as trained in dealing with athletics in heat and humidity. Overall, through follow-
up questioning, participants agreed that the organization needs to make the students, parents,
coaches, and athletic directors more aware of the implications that can occur from competition in
high heat and humidity.
Implications
Several implications can be taken from this action research study. One implication is that
the organization did have an issue with heat related injuries. Three to five injuries occurred
during each of the previous years that historical data were analyzed. Upon implementation of the

plan, only one heat related injury resulted. Another implication that resulted was that the
implementation of the heat plan did lower the amount of heat related injuries. The data shows
that the organization went from having three heat related injuries in 2011 to only one in 2012.
Upon review of the data, it will now be up to the administration of the organization to see if they
want to take further action with this heat plan, or even continue the use of the heat plan. With the
data that they are presented, it seems a foregone conclusion that the plan would be continued in
future years.
Limitations
While conducting this study, there were several limitations that the researcher had to deal
with. One limitation was that heat is not the only factor in causing heat related injuries. What an
athlete eats, the medications that they use, and the clothing that they wear can also affect their
core temperature. The researcher did not have the tools or personnel to review these types of
information with the student athletes and parents. In theory, the one heat related injury that
occurred could have been as a result from something other than heat.
Another limitation of this study is the sampling size of the participants of the study. The
district only has 217 students so there are not a great number of student athletes to examine. If
there had been a much larger number of participants, the results could have shown a greater
degree of success or failure for the study as a whole.
Furthermore, there was another limitation in the analyzing of the data that involved
students and parents. As the researcher collected data, parent and student participants were not as
active in the surveying process of the research. The lack of participation from these participants
did not provide the researcher enough data to properly analyze their perceptions and points of

view towards the implementation of the plan. Due to this reasoning, the researcher did not
complete an in depth evaluation of the data provided by student and parental participants.
Recommendations
To further the research that was conducted, the organization may see if a group of
educational organizations, like an athletic conference, may agree to a set of guidelines in dealing
with athletic competition in high heat and humidity. In doing this, a larger number or participants
could produce results that would have a much greater impact on the participation of athletics in
high heat and humidity. The results of the study could change the way that many educational
organizations conduct their athletics as opposed to only one small organization.
MasterDegree Experience
Gaining experience in administration and working towards my master’s degree has been
very challenging and beneficial. As a teacher and a coach, I now see things in the classroom and
on the field that I would not have seen before I started this process. Going through this research
allowed me to see how many people have a true effect on an educational organization. This
process also allowed me to see how many issues educational organizations have to tackle on a
daily basis. Times in education are changing. There is a higher degree of accountability towards
educational organizations than their used to be. That, combined with a greater amount of media
scrutiny make it even more important for administrators to do what they can to better their
organizations as a whole. As I reflect on this experience as a whole, I am grateful for the
valuable experience that I gained and I hope I can use this knowledge to enhance education now
and in the future.

References
Adis International, L. (2005). Heat, humidity and exercise can lead to heat illness in athletes.
Drugs & Therapy Perspectives, 21(3), 18-20.
Armstrong, L., Johnson, E., Casa, D., Ganio, M., McDermott, B., Yamamoto, L., & ...
Emmanuel, H. (2010). The American football uniform: uncompensable heat stress and
hyperthermic exhaustion. Journal of Athletic Training, 45(2), 117-127.
Beckett v. Clinton Prairie School Corp., (504 N.E. 2d 552 (1987).
Biedzynski, K., & McCaskey, A. (1996) A guide to the legal liability of coaches for sports
participant’s injuries. Seton Hall Journal of Sports Law, 6, 8-85.
Burt, C., & Overpeck, M. (2001) Emergency visits for sports related injuries. Annals
Emergency Med., 37, 301-306.
Coris, E. E., Walz, S. M., Duncanson, R., Ramirez, A. M., & Roetzheim, R. G. (2006). Heat
Illness Symptom Index (HISI): A Novel Instrument for the Assessment of Heat Illness in
Athletes. Southern Medical Journal, 99(4), 340-345.
Davis, T. (2008). Tort liability of coaches for injuries to professional athletes: Overcoming
policy and doctrinal barriers. UMCK Law Review, 76, 571-596.
Daugherty, R. (2011). Factors unknown: The tragedy that put a coach and football on trial.
Morley, MO: Acclaim Press.
Duesing, C. (2012) Action Research Institution Athletic Trainer. Personal Communication.
Faivre, A. (2012) Action Research Institution Principal. Personal Communication.
Fallon v. Indian Trail School, Addison Township School District, 500 N.E. 2d 101 (Ill. App.
1986).

Fitzgerald, T. (2005). The “Inherent Risk” doctrine, amateur coaching negligence, and the goal
of loss avoidance. Northwestern University Law Review, 99, 889-930.
Gasper v. Freidel, 450 N.W. 2d 226 (1990).
Gerlach, L. (1984). Telecommunications and Sports: THE FUTURE OF SPORTS IN
AMERICAN SOCIETY. Vital Speeches of the Day, 50(11), 345.
Gilchrist, J. J., Haileyesus, T. T., Murphy, M. M., Collins, C. C., McIlvain, N. N., & Yard, E. E.
(2010). Heat Illness Among High School Athletes -- United States, 2005-2009. (Cover
story).
Heat Exhaustion Prevention. (2004). Parks & Recreation, 39(7), 18.
Heat illness among high school athletes – United States, 2005-2009. (2010). MMWR:
Morbidity and Mortality Weekly Report, 59(32), 1009-1013.
Herring v. Bossier Parish School Board, 632 So. 2d 920 (La. App. 1994).
Hickox, D. H. 1992. Temperatures: diverging extremes. Weatherwise, 4552-55.
High-Power High Schools. (1957). Time, 70(19), 65.
Hurst, T., & Knight, J. (2003). Coaches liability for athletes’ injuries and deaths. Seton Hall
Journal of Sports Law, 13, 28-49.
Illinois Interactive Report Card (2012). Polo Community High School Demographic Report.
Available from Online Data Web Site:
http://iirc.niu.edu/School.aspx?schoolId=470712220260004
Illinois State Board of Education (2012). Students Housed by Grade, Gender, and Race/Ethnicity
[data file]. Available from Student Enrollment and Data Online Web site:
http://www.isbe.state.il.us/research/htmls/fall_housing.htm
Jenkins, L. (2012). Just a National Football Powerhouse. Sports Illustrated, 117(8), 46-51.

Kahn v. East Side Union High School District, 75 P. 3d 30 (Cal. App. 2003).
Karns, J. (1986). Negligence and secondary school sports injuries in North Dakota: Who bears
the legal liability?. North Dakota Law Review, 62, 455-485.
Kennedy, R. (2008). The Need for High School Extracurricular Activities. Coach and Athletic
Director, 78(4), 38-39.
Krivacka, C., & Krivacka, P. (1999). Tort liability of public schools and institutions of higher
learning for accidents occurring during school athletic events. American Law Reports,
68(5), 1-40.
Leahy v. The School Board of Hernando County, Florida, 450 So. 2d 883 (Fla. App. 1984).
Liu, J. P. (2011). Sports merchandising, publicity rights, and the missing role of the sports fan.
Boston College Law Review, (52)2, 493-516.
Malpractice during practice: Should NCAA coaches be liable for negligence?. (2002). Loyola of
Los Angeles Entertainment Law Review, 22, 613-642.
McLain, L. G., & Reynolds, S. (1989). Sports Injuries in High School. Pediatrics, 84(3), 446.
Mello, M., Myers, R., Christian, J., Palmisciano, L., & Linakis, J. (2009). Injuries in youth
football: national emergency department visits during 2001-2005 for young and
adolescent players. Academic Emergency Medicine: Official Journal of The Society For
Academic Emergency Medicine, 16(3), 243-248.
Moran, D. (2001). Potential applications of heat and cold stress indices to sporting events. Sports
Medicine (Auckland, N.Z.), 31(13), 909-917.
Morris v. Union High School District, 294 P. 998 (Wash. 1931).
National Federation of High School Athletic Associations (2011). High School Sports
Participation Continues Upward Climb. Available from Online Data Web Site:

http://www.nfhs.org/content.aspx?id=5752
Noce, G., & von Kaenel, F. (1996). Individual and institutional liability for injuries arising from
sports and athletics. Defense Counsel Journal, 63, 517-522.
Pfander, J.E. (2011). Resolving the qualified immunity dilemma: constitutional tort claims for
nominal damages. Columbia Law Review. 111, 1601-1640.
Toporek, B. (2011). 2010-11 High School Athletics Participation Survey. Education Week,
31(2), 4.
Vendrell v. School District No. 26C, Malheur County, 376 P. 2d 406 (1962).
von Duvillard, S., Arciero, P., Tietjen-Smith, T., & Alford, K. (2008). Sports drinks, exercise
training, and competition. Current Sports Medicine Reports, 7(4), 202-208.
Wexler, R. (2006, April). Preventing Heat Illness in Athletes. Southern Medical Journal. p. 334.
Whitely, D. (2011). Football can survive change and maybe even help the players do so, too.
Sporting News, 235(13), 63.
Will v. Northwestern University, 881 N.E. 2d 481 (Ill. App. 2007).
Yao, L. (2009, Jul 14). Health & wellness: High schools seek to curb heat-linked sports injuries.
Wall Street Journal. Retrieved from
http://search.proquest.com/docview/399071807?accountid=42542

Appendix A

Appendix B

Community District #222 Heat Plan for Athletics
During all competition times, coaches, athletic directors,
administrators, and student-athletes are required to abide by
the heat plan approved by the Polo Board of Education.
This plan is to be used to protect our athletes from harm
and injury caused by extremely hot and humid conditions.
Rules and Procedures
1. Heat Index <100 degree Fahrenheit
a. When the heat index is less than 100 degrees
Fahrenheit, competition and the rigors of the
competition are up to the discretion of the coach of
each individual sport.
b. The coach of each sport should use caution in
determining the amount of time used for rigorous
activity and the amount of sun exposure.
c. Water breaks must be provided ever 15-20 minutes.
2. Heat Index >100 degrees Fahrenheit
a. When the heat index is between 100 and 104 degree
Fahrenheit, the school will take extra precautions to
ensure the safety of the athletes.
b. Competition outside is to be limited to 2 hours or
less.
c. No extra pads (IE: Shoulder Pads) may be used during
this time of extreme heat.
d. Water Breaks must be provided every 15 minutes.
a. When the heat index is between 105 and 109 degrees
Fahrenheit, the school will take extra precautions to
b. Competition outside is to be limited to 1 and a half
hours or less.
c. No extra pads of head gear (IE: Helmets, Wrestling
Head Gear) may be used during this time of extreme
heat.
d. Water Breaks must be provided every 10-15 minutes.

a. When the heat index is 110 degrees Fahrenheit or
higher, the school will take extra precautions to
b. Competition for all sports in non climate controlled
environments will be cancelled or postponed.
c. Practices for all sports in non climate controlled
environments will be cancelled or postponed.
 Each head coach should try and make necessary arrangements
to avoid the use of the plan. (IE: Scheduling Practices
during the cooler hours of the day)
 The Heat Index will be taken digitally through Weather
Underground on a daily basis by the Principal.
 All coaches will be required to attend a meeting that
discusses this heat plan at the beginning of each athletic
season.
 This use of the plan is non-negotiable!

Appendix C

Appendix D
Follow-Up Interview Questions
1. Do you think the plan truly affected the way that our organization handles athletic
competition during times of high heat and humidity?
2. Have your thoughts and perceptions towards competing in high heat and humidity
changed because of the implementation of the plan?
3. Do you think our coaches, administrators, and athletes now have a better knowledge
of the dangers that come with competing during times of high heat and humidity?
4. Did you see the overall heat plan as being beneficial to our organization?
5. Do you think we became a safer organization through the implementation of this
athletic heat plan?

Thesis

More Related Content

Similar to Thesis

Thesis