INSTRUCTIONAL PLANNING REPORT
ATHLETIC DEPARTMENT
SPRING 2012
I.
Background, Evaluation and Analysis
A. Program Description
Competitive athletics provide a body of knowledge and wisdom about the rules of life, as
demonstrated through the rules of the game. They provide a constant “challenge/response”
environment where the sum total of the responses, in part, determines how the individual will
respond to the daily challenges encountered in everyday life.
The overall mission of the athletic department is to prepare students to successfully transfer
with skills that may be unique to competitive athletics—skills that when added to knowledge
gained in other college programs transfer well rounded individuals, of the “sound body, sound
mind” concept.
Cabrillo currently offers 14 intercollegiate athletic programs, 7 for women and 7 for men.
Course offerings for women are: basketball, soccer, softball, swimming, tennis, water polo, and
volleyball. Couse offerings for men are: baseball, basketball, football, soccer, swimming, tennis,
and water polo.
B. Relationships
The Athletic department has an ongoing relationship with the Kinesiology department. We
share offices, teaching facilities, instructors, and support staff with kinesiology. All contract
coaches and most of the adjunct coaches have a teaching assignment in Kinesiology.
The California Community College Athletic Association eligibility requirements are designed to
make sure that student athletes are making progress toward their Individual Education Plan
(IEP). The majority of IEP’s list transfer as the goal, so to maintain eligibility, student semester
class schedules must contain at least nine units that are transferable, or are prerequisites for
transferable classes.
With this in mind it is safe to say that the Athletic department has an ongoing relationship with
most departments that offer the necessary transfer courses.
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C. Relationships Outside of the College
All Cabrillo coaches actively recruit our local high schools as well as high schools in our
contiguous recruiting areas (community college districts that have common district
boundaries).There are over eighty (80) high schools that receive information from Cabrillo
athletics on a regular basis. The coaches provide information about the entire college and it
programs, encourage campus visits, early assessment, and the importance of taking advantage
of the Running Start program in May.
The Athletic department is one of the most visible of the college’s programs. Cabrillo athletics
enjoys almost daily media attention. Athletic activities provide an introduction to the college
that may not otherwise occur. High school and age-group activities bring potential students
and their parents to the Cabrillo campus regularly.
D. Cost
The program planning data for the Athletic load component indicates that the department
load is moderately to significantly higher than the college wide load for all semesters (Figure
1). In the spring of 2008 the college wide load was 534.6, and the athletic load was 26% higher
at 678.2. In the spring of 2011 the college wide load was 587.7, compared to an athletic load of
1,049.2; 78% higher than the college wide load. This data is shown in Figure 1. All of the
Athletic 15 (intercollegiate athletics) classes are positive hour classes that generate a lot of
WSCH’s.
ATHLETICS
FTES
Academic
Year
Fall
WSCH
Spring
Fall
WSCH/FTEF =
Load
FTEF
Spring
Fall
Spring
Fall
Spring
2006/07
141.9
102.7
4,625.1
3,369.7
5.8
4.4
796.1
771.7
2007/08
122.3
88.2
4,013.6
2,893.5
5.8
4.3
690.0
678.2
2008/09
161.3
103.2
5,281.1
3,387.0
5.8
4.4
907.9
775.7
2009/10
177.0
88.0
5,807.8
3,122.1
5.8
3.9
2010/11
164.9
110.9
5,410.6
3,637.2
5.9
3.5
998.5
922.3
807.4
1,049.2
Source: Datatel XFAS report [Faculty Assignment Sheets.]
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COLLEGE
FTES
WSCH
Academic
Year
Fall
Spring
Fall
2006/07
5,068.5
4,927.0
2007/08
5,405.1
2008/09
WSCH/FTEF =
Load
FTEF
Spring
Fall
Spring
Fall
Spring
157,687.2
153,261.4
289.2
296.9
545.3
516.2
5,248.1
168,320.7
163,414.1
305.7
305.7
550.7
534.6
6,088.1
5,901.3
189,534.5
183,474.9
310.9
299.4
609.6
612.7
2009/10
5,978.4
5,666.0
186,017.0
177,199.9
297.1
293.8
626.1
603.1
2010/11
5,569.6
5,446.5
175,542.6
172,307.4
297.2
293.2
590.7
587.7
Source: Datatel XFAS report [Faculty Assignment Sheets.]
Figure 1
Program Expenditures
The Athletic program data shows that the Income/Expense Ratio varied from a low of .85 in
2007/2008 to a high of 1.00 in 2010/2011 (Figure 2). Athletic programs have significant
equipment/supply and personnel cost. Programs that, by nature of the sport
(volleyball/basketball) have small team sizes, have personnel cost that are comparable to
programs with larger team sizes (football, soccer, baseball).
However, the added income benefit of the Athletic department is the eligibility rules that
require that athletes complete at least 24 units before the start of the second season of their
sport. The average Cabrillo student enrolled in 7.83 units in the fall of 2010 and 7.93 in the
spring semester. The income generated by the higher enrollment of athletes is significant.
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Fiscal View
Health, Athletics, Wellness & Kinesiology (HAWK)
Athletics - Program Expenditures
Annual Income (FTES)
Academic
Program
College
Year
Percent of
Income
2006/07
2007/08
253.9
216.1
11,036.3
11,736.2
2.300%
1.841%
2008/09
2009/10
2010/11
270.5
277.7
290.8
12,993.1
12,307.0
11,491.6
2.081%
2.257%
2.531%
Base Expenditures
Academic
Program
College
Year
2006/07
2007/08
2008/09
2009/10
2010/11
$629,050
$625,575
$671,125
$647,160
$677,352
$26,804,852
$28,942,536
$28,576,256
$26,987,796
$26,689,764
2.347%
2.161%
2.349%
2.398%
2.538%
Expenditures from Sources Other Than
Base
Academic
Program
Year
2006/07
2007/08
2008/09
2009/10
2010/11
Income
Expense
Ratio
Percent of
Expense
$71,879
$112,157
$81,594
$92,814
$109,045
0.98
0.85
0.89
0.94
1.00
e}
Income Expense Ratio:
Total program FTES (Income) as a
percent of the total college FTES.
-- DIVIDED BY -Total program costs as a percent
of the college instructional
expenses.
Cost Center(s) included:
Expenditures source: Office of Instruction- PP Expenditures Report.
Figure 2
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E. Student Success
The Program Planning data indicates that the course success percentages are higher for
athletes than the rest of the college population. There was a low in the athletic data of 79.5% in
the spring of 2010, and a high of 91.6 in the fall of 2010. The college wide data shows a low of
66.6% in the spring of 2007, and a high of 71.9% in the spring of 2011 (Figure 3).
Course retention shows a similar pattern. Athletes had a low retention rate of 79.5% in the
spring of 2010, and a high of 94.4% in the spring of 2011. These figures again exceed the
college wide data that shows a low of 66.6% in the spring of 2007, and a high of 71.9% in the
spring of 2011 (Figure 3).
Athletes are required to take at least 12 units and their enrollment is verified weekly. It has
been documented that learning communities have high retention rates and our athletic
department works very much like a learning community. This type of structured program
allows for high retention and course success for our athletes, which is supported by this data.
The athletic data comes from a significantly smaller population and so variations in the
percentages are expected. The college wide data is fairly consistent due to size of the data.
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Athletics
Course
Enrollment
Academic Year
Fall
Dept.
Majors
Spring
2006/07
652
382
2007/08
458
287
2008/09
728
340
2009/10
744
322
2010/11
640
360
Fall
Course
Success
Spring
0
0
0
0
0
0
0
0
0
0
Fall
Course
Completion
Spring
Fall
89.1%
85.6%
87.6%
88.9%
88.9%
84.4%
83.6%
79.5%
91.6%
88.0%
91.9%
89.3%
90.4%
86.8%
93.0%
Spring
88.2%
89.9%
87.1%
86.3%
94.4%
Source: Datatel XFAS report [Faculty Assignment Sheets.]
College Totals
Course Enrollment
Academic Year
Fall
Dept. Majors
Spring
Course Success
Fall
Course
Completion
Spring
Fall
Spring
Fall
2006/07
48,151
47,024
7,531
7,954
66.7%
66.6%
80.6%
Spring
80.3%
2007/08
51,362
51,727
8,425
8,572
67.3%
67.8%
80.6%
82.0%
2008/09
55,923
51,634
68.9%
85.7%
84.6%
52,836
49,920
69.7%
70.6%
85.3%
84.7%
2010/11
49,730
48,438
8,677
8,446
9,428
68.5%
2009/10
8,948
8,726
9,278
71.0%
71.9%
85.8%
86.3%
College Enrollment includes
both Credit and Non-Credit
coures.
Source: Data Warehouse
Figure 3
The CCCAA commissioned the Institute for Evidence based Change to work in conjunction with
The California Partnership for Achieving Student Success (Cal-PASS) to produce the “California
Community College Student Athlete Academic Performance Statewide Study.” Transcripts of
every CCC student athlete were compared to transcripts of the cohort (first time/fulltime
students) from all CCC during the same academic year. The study utilized data from the 2004-05
year, through the 2008-2009 year. IEBC produced a document that contains state wide
averages for numerous academic measures of success. Individual colleges have the ability to
generate data that is specific to their campus. The study allows us highlight student athlete
academic success in all courses with college generated data rather than anecdotal statements.
Appendix #C includes the Cal-PASS Data Element Dictionary, and the following data tables:
distinct student counts, course enrollment and success rates for basic skills courses and nonbasic skills courses, GPA comparisons, GPA comparisons by sport, and transfer ready status.
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The data again supports the concept that student athletes are indeed successful students.
Success rates, especially in non-basic skill classes, are greater than the cohort group, GPA’s are
higher, with the exception of male athletes in 2005-06 (2.44 for athletes and 2.48 for cohort
group), and most importantly transfer ready status (completed at least 56 degree-applicable
units with at least a 2.0 GPA for transfer level units, and successfully completed at least one
transfer-level math and transfer level English class). In 2005-06 46% of the athletes were
transfer ready compared to 22% of the cohort group, and in 2007-08 30% of the athletes were
transfer ready compared to 16% of the comparison group.
F. Student Learning Outcomes
At the May 11, 2011 meeting with Marcy Alancraig SLO assignments were given to coaches of
fall sports. The SLO’s results were discussed periodically during the fall semester. Spring sport
coaches are assessing in the spring of 2012, and the results will be discussed in the fall 2012 flex
week. The discussions were meaningful, and much was gained by sharing the results. Appendix
A contains the department assessment forms.
All agreed that assessing individual skills was much easier than team performance. Further, the
more closed the individual skill (minimal variables), the more accurate the assessment results.
Open skills simply have too many variables to provide an appropriate measurement.
Many coaches were initially resistive to the process, but once we go into it they discovered that
most were already doing SLO’s and assessments on an informal basis. This process will become
the foundation for meaningful discussions and sharing of teaching/coaching techniques.
G. Results of Student Survey
Ninety-one students were surveyed and as one might expect only 8.8% were majoring in
athletics. Eighty percent were taking 12-15 units and 18% were taking 16+ units. Only 4.6% had
a degree above a high school diploma or equivalent.
Students reported that the strengths of the program were the faculty and support staff. The
coaches were committed, have a high level of knowledge and enthusiasm, they are organized
and they are consistent in what they ask students to do. They encourage the student to work
hard toward a stated goal, and applaud the outcomes.
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Ninety-five percent reported that they would recommend classes in the athletic department to
other students, 3% were undecided and only one individual said they would not recommend
classes in the department.
The suggestions for improving the program were varied, but the most common themes were
increasing the size of the athletic training room and updating the equipment in the weight
room.
H. Curriculum Review
The Athletic 15 double letter courses (early start) are no longer offered as the result of budget
reductions. Athletic 15Q (men’s tennis) and Athletic 15R (women’s tennis) were combined into
one coaching assignment. Athletic 15L (golf) is not being offered as a result of budget
reductions.
The athletic department is planning an extensive review of our curriculum. We are going to
work with Kinesiology Program Chair Onnie Killefer for fall curriculum submission. We will
review each class and address any changes that need to be made, as well as identify our
strengths in our courses.
Athletic Catalog pages are found in Appendix C
II. New Directions
The athletic department will continue to provide quality athletic offerings that meet the needs
of our students. We have determined from student surveys that athletes would like to see
more full time coaches on campus. Adjunct coaches are not able to recruit, fundraise, and
focus on individual and team improvements because of time restraints. To achieve this, we
need to increase the number of full time faculty positions for coaches and staff, thus improving
our ratio of full time to part time coaches. In addition to this improvement, our athletic
department is going to work towards improving our facilities, for example moving and updating
our athletic training room. We will also work to provide the appropriate maintenance to our
current facilities with student-athlete performance, health and safety in mind.
We need to continue to work to be in compliance with Title IX. Increasing the number of
female athletes on teams is always a challenge. In addition to this challenge, if our interest
survey indicates that there is adequate interest in a women’s sport that is not offered by our
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athletic department, we need to be prepared to offer the program to maintain gender equity
compliance.
We will begin to develop a sound rational and a monitoring plan for priority registration for
athletes. As NCAA transfer athletic eligibility requirements increase, it becomes more
important that athletes are able to enroll in the classes needed to be eligible when they
transfer.
III. Program Goals and Recommendations
A.
Program Planning Goals
1.
Space Re-Allocation Project: In order to ensure the safety and care of our studentathletes, it is proposed to move the current athletic training room into room 1112 (the current
APE exercise room). The current athletic training room was built at the college’s inception and
is no longer suitable for our student-athletes. The current 320 SF space is totally inappropriate
to teaching and addressing 35 athletic training students, as well as conducting treatment and
rehabilitation for our student-athletes. At its inception the college only had 5 sports. We now
have 14 men’s and women’s athletics teams and around 250 student athletes. On average 50
student-athletes use the athletic training room on a daily basis. The current room is unsafe,
small, and outdated. The opportunity to move into 1112 is a significant advancement for our
sports medicine program and would improve the healthcare of our student athletes.
Renovations are necessary to make room 1112 a functional athletic training room. The athletic
department is working in conjunction with the Kinesiology Department on this project. Plans
and contract bids for this project are included in appendix D.
Cost: $22,000 -$30,000. Private donations will be raised to fund the project.
2.
Space Re-Allocation Project: To better serve our student athletes the flooring in the
athletic weight room, Room 1116 needs to be replaced under the power lifting platforms. Due
to significant loads placed on the floor and a flaw in the construction, the floor is worn and
unstable. It is proposed to add new subflooring, flooring and platforms to the areas that are in
need. This structural improvement will be a long term fix for an area that has needed repeated
repairs over the years
Cost: The cost of the flooring is out to bid.
3.
To improve our ratio of full-time coaches to part-time coaches, the athletic department
proposes adding more full-time coaching positions. It is our department goal is to fill each head
coaching position with a contract faculty member. A complex coaching assignment (varied
skills taught, number of participants, size of “classroom”), with local recruiting and fundraising
obligations of a head coach, far exceeds what can be legitimately required of an adjunct coach.
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We currently have 14 intercollegiate sports and only 4 full-time faculty members. To improve
the interaction between the coach and the student-athletes, as well as improve our athletic
team’s performance, more full-time positions are needed.
Cost: Average annual salary for full-time faculty member=$51,683 +benefits, annually and
ongoing.
4.
To improve our health care coverage for our student athletes, as well as to continue to
expand our athletic training education program, the athletic department proposes the addition
of a full time faculty athletic training position. It is recommended, through the Appropriate
Medical Coverage Guidelines for intercollegiate athletics from the National Athletic Trainers
Association, that an athletic program of our size have 4.5 certified athletic trainers (Appendix
E). We are currently understaffed and not providing our student-athletes with appropriate
health care. We have also added new athletic training classes and clinical experience classes in
athletic training that require more time from the athletic trainer.
Cost: Approximately $58,000 + benefits annually and ongoing
5.
To improve our health care coverage for our student athletes, as well as to continue to
expand our athletic training education program, the athletic department proposes we fund an
assistant athletic trainer position. It is recommended, through the Appropriate Medical
Coverage Guidelines for intercollegiate athletics from the National Athletic Trainers Association,
that an athletic program of our size have 4.5 certified athletic trainers (Appendix X). The
athletic trainer position is currently funded out of the athletic base budget and supplemented
by a grant from Dominican Hospital. We also use the Dominican Hospital grant to employ a
part time athletic trainer. We are not guaranteed to continue to receive this grant from
Dominican Hospital, so once these funds are depleted we will be unable to fund the full time
athletic training position completely or fund the services of a part time athletic trainer. If a
faculty position is created for a full time head athletic trainer, the addition of a full time
assistant athletic trainer position would be funded by the $51,000 currently in the athletic base
budget for the athletic training position. This would benefit our athletic department, our
athletic training students and our student athletes.
Cost: No additional cost from the current $51,000 in the athletic base budget for this
position.
6.
Space Re-Allocation Project: To better serve our students and maintain the entire
athletic program our plan is to expand our equipment room into the old athletic training room.
The old athletic training room will become a space for additional storage for equipment and
supplies for both Kinesiology classes and athletics. It will also provide space for a meeting area
for athletic teams. With the increase in the number of athletic teams and student-athletes the
equipment room no longer has sufficient space. Equipment has to be stored in the gymnasium
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where it cannot always be supervised. With the addition of this new storage area equipment
and supplies will be better maintained and protected.
Cost: Associated cost will be determined by what equipment will be stored in this area.
7.
To create a better playing environment and improve our recruitment of baseball players
it is proposed we move the baseball outfield fencing in 20 feet. When the baseball field was
renovated in the early 2000’s, the fence was placed at an unrealistic distance. It is currently
one of the longest fields in the state. This change will help with recruitment for baseball
athletes. Prospective baseball players may choose another school because the fence was
placed at such a long distance, which makes hitting at our field more difficult than hitting at
other fields. It will also improve the overall playing environment for players and spectators at
out baseball field.
Cost: $20,000
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Cabrillo College Athletic Program Plan
Goals and Recommendations
Priority #
Project
Move of athletic training
room into room
1112(current APE ex.
Room)
Cost
$22,000$30,000
(private
fundraising)
2
Replace subfloor, floor
and platforms in room
1116
Out to bid
3
Improve ratio of full
time coaches to part
time coaches
$51,683
annually
+benefits
1
4
Addition of fulltime
faculty position for
athletic trainer
$58,000
annually
+benefits
5
Addition of fulltime
assistant athletic trainer
$51,000
(athletic base
budget)
6
Expand euipment room
into room 1111 (Current
athletic training room)
Undetermined
7
Decrease the distance of
the baseball field by
moving the outfield
fencing in 20 feet
$20,000
(private fund
raising)
Athletic Instructional Plan
Reasoning
Ensure safety and health care
of our student-athletes.
Progression of athletic training
education program
Ensure the safety of our
student athletes and APE
students in room 1116
Improve local recruiting,
fundraising and relationships
between coach and studentathletes based on student
athlete surveys
Recommended through
appropriate medical coverage
guidelines from National
Athletic Training Association.
Also growth of our athletic
education program
Recommended through
appropriate medical coverage
guidelines from National
Athletic Training Association.
Also growth of our athletic
education program
Maintain and protect
equipment and supplies of
athletic and kinesiology
departments
Improve baseball recruiting
and overall playing
environment for players and
spectators
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