Description
Design Plan Partial Draft The advocacy topic of this paper is, what can be done better to protect student-athletes dealing with name, image, and likeness? It is important to talk about this because it protects student athletes from signing bad contracts and potentially owing money. The purpose and goal of my advocacy project webpage is to inform college student athletes that they need to be extremely careful about their money and how they are receiving names, images, and likenesses.With this genre of webpage, the goal is to accomplish safe awareness of the student athletes receiving money through names, images, and their likenesses. Finacial awareness is the action to move the target audience to. One solution can be 1 or 2 videos pertaining to financial awareness. Another solution can be tabs that share information of prior events of people being caught in unfortunate contract situations. Context of your Advocacy Topic What are the historical and current dimensions around your advocacy topic? What is happening? Based on the research you conducted for your Research Proposal, what types of people are involved in this conversation already? (Look at the authors of your sources or populations that your sources discuss.) Explain how any other information you’ve learned while researching your advocacy topic has shaped your understanding of the context. (For instance, has this issue been going on for longer or less time than you previously thought?) Audience Explain your target audiences (which must be a primary AND secondary audience). Why are your primary and secondary audience’s integral to your project? In other words, why are they the best groups of people to target to achieve your goals? What do you know about this audience after conducting research for your RP? What knowledge are you hoping for your audiences to gain after visiting your webpage? Strategies/Arrangement This will be the heart of the paper. The medium of the webpage (or any medium used to communicate) will directly shape your message. Detail at least five (5) rhetorical strategies, appeals, OR choices that you are going to use on your webpage to persuade your target audiences to take action. Just as you rhetorically analyzed a rhetor in Project 1, you are now in a rhetorical situation and must employ these types of strategies. Answer the following questions in a paragraph for each (5 paragraphs required total): Why did you select this strategy, appeal, or choice? Why is it rhetorically effective considering your audience and the goal of your advocacy webpage? How will you achieve the strategy, appeal, or choice? Will you use text, images, or videos, evidence, or other examples? Please directly cite the images or photos you may use. What research or information from your RP will you use to help you? How does the strategy directly link back to your goal of the webpage and your proposed solution(s)? Conclusion: Describe the arrangement of your webpage. How many pages will you have? What will those pages be? What information will be included under each one? What color scheme will you use? Why? Name any other details you are planning to use while designing your webpage.
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Lester III 1
Charles Lester III
Prof. Ramsey
ENC 1101
02/25/2024
What can be done better to protect student-athletes dealing with name, image, and
likeness?
The name, image, and likeness (NIL) rights restrictions have recently changed, bringing
about a radical transformation in the landscape of collegiate athletics (Wynn). Although these
modifications present never-before-seen chances for student-athletes to make money off of their
brands, they also come with several hazards and difficulties. The purpose of this research is to
better understand how to safeguard student-athletes as they navigate the intricacies of non-injury
contracts and to guarantee that they have the information and tools necessary to make wise choices.
We can work to make the NIL marketplace more fair and encouraging for student-athletes by
addressing the underlying power disparities and potential for exploitation.
Problem Statement
To safeguard student-athletes from potential exploitation and hazards, it is critical to
address the issue of name, image, and likeness rights (Thomas). In the past, colleges and governing
organizations have made significant financial advantages from the abilities of their athletes, but
players themselves have been prohibited from making money off of their image and appearance.
There are advantages and disadvantages to the new regulations that enable student-athletes to use
their NIL privileges. Athletes are now in a position to capitalize on their brands thanks to their
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increased autonomy, but there are hazards associated with this, such as exploitative contracts, poor
money management, and being taken advantage of by dishonest people or organizations.
These hazards are made worse by the innate power imbalances that exist between studentathletes and the NIL marketplace’s stakeholders (Ranieri). Due to their youth and lack of business
negotiating expertise, student-athletes may not have access to the tools and mentorship needed to
successfully negotiate intricate contracts and marketing agreements (Thomas). They are
susceptible to exploitation and manipulation by agents, sponsors, and other entities looking to
profit from their athletic talent if they do not have proper safeguards and support systems in place.
This topic is especially important to me because I have directly seen the difficulties studentathletes encounter in juggling their obligations to their studies and athletics while navigating the
collegiate sports industry, which is becoming an increasingly commercialized arena. Studentathletes’ general well-being and college experience are compromised by the absence of thorough
protections and instructional materials, which makes them vulnerable to abuse. To safeguard the
rights and interests of student-athletes in the NIL era, it is crucial to address these systemic
problems and put policies in place.
Objectives
This study project’s primary objective is to determine and suggest ways to strengthen
student-athletes’ legal protections regarding their name, image, and likeness. Student-athletes,
athletic departments, governing bodies, legislators, and advocacy groups active in collegiate
athletics are among our target audience members. We hope to enable student-athletes to make wise
judgments and successfully defend their rights by educating them about the difficulties and dangers
of NIL agreements and offering helpful suggestions.
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Literature Review
The literature on the rights to name, image, and likeness in collegiate sports emphasizes
the intricate relationship that exists between the welfare of student-athletes, regulatory
frameworks, and economic interests (Misey III, R. J., & Misey Jr, R. J.). Comprehensive NIL
reform is required, according to studies by Hawkins and Hawkins (2019), to address the injustices
in the existing system and guarantee that student-athletes are fairly compensated for their
contributions to the college sports business (Ranieri). Further evidence of the significance of
protecting student-athletes from exploitation and predatory tactics in the NIL marketplace comes
from Staurowsky’s (2019) research.
Student-athletes now have more control over their NIL rights because of recent legislative
reforms, but there are still obstacles to overcome to make sure they are properly supported and
safeguarded. Suggs’s (2020) research, for example, shows how often it is for agents and sponsors
to engage in predatory activities toward student-athletes, which can have negative legal and
financial repercussions. Furthermore, Welch’s study from 2021 indicates that student-athletes
susceptibility while negotiating NIL agreements is further exacerbated by differences in access to
resources and education.
Methods
We will use a multifaceted approach that combines advocacy, education, and research to
meet the objectives of our advocacy project. First, to find any weaknesses or places where the
protection of student-athletes rights should be strengthened, a thorough examination of the current
NIL legislation, contractual agreements, and case studies will be conducted (Misey III, R. J., &
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Misey Jr, R. J.). To guide our suggestions, this will entail examining pertinent laws, court rulings,
and industry best practices.
Second, to meet the demands of athletic departments, student-athletes, and other
stakeholders in the NIL ecosystem, we will provide instructional materials and seminars. These
tools can help you manage NIL agreements, comprehend your legal rights and responsibilities, and
reduce the dangers connected to commercial endorsements and sponsorships.
We will also work with advocacy organizations, legal professionals, and legislators to push
institutional policies and legislative changes that put student-athletes rights and well-being first
(Wynn). This might entail putting protections against exploitation in place, advocating for
increased openness in NIL agreements, and giving student-athletes more access to resources for
financial and legal education.
Our goal is to enable student-athletes to take ownership of their name, image, and likeness
rights and establish a more fair and encouraging environment for collegiate athletics by utilizing
research, education, and advocacy insights. We can protect student-athletes interests and wellbeing in the changing NIL rights landscape by working together and taking coordinated action.
Design Plan (Part 2)
This project’s advocacy theme centers on the difficulties student-athletes encounter while
handling name, image, and likeness (NIL) rights in collegiate athletics (Wynn). Giving studentathletes the information and tools they need to defend their rights and interests in the NIL
marketplace is the aim of this advocacy project online.
Purpose and Goal
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The advocacy project webpage aims to counsel student-athletes on negotiating commercial
agreements, inform them of their NIL rights, and support institutional changes that will protect
their rights (Ranieri). Targeting student-athletes as the primary audience and athletic departments
and policymakers as the secondary audience, the webpage aims to mobilize the target audience to
take proactive measures in defending their rights and pushing for structural changes in the
collegiate athletics system (Thomas). The research proposal’s suggested remedies, which include
campaigning for legislative improvements, distributing instructional materials, and increasing
awareness, are in accord with this purpose.
Context of Advocacy Topic
Student-athletes have historically been prohibited from making money off of their own
image and likeness rights, while organizations and regulatory agencies have profited handsomely.
There is a need for comprehensive reforms to safeguard the interests of student-athletes, as
evidenced by recent amendments that allow them to take advantage of their NIL privileges (Misey
III, R. J., & Misey Jr, R. J.). Many parties are involved in the discussion, including advocacy
organizations, sports departments, governing bodies, legislators, and student-athletes. Research
has shown that student-athletes are more vulnerable when negotiating NIL agreements because of
differences in access to resources and education.
Audience
Student-athletes are the main target audience for the advocacy project webpage since they
are directly impacted by NIL agreements and rules, making them essential to the effort (Ranieri).
Legislators and sports departments are among the secondary audience members who are crucial in
establishing institutional rules and legal frameworks. Research has shown that student-athletes are
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not fully informed about their NIL rights and the possible dangers associated with entering into
commercial deals. The webpage seeks to provide people with the knowledge they need to properly
defend their rights and make educated decisions.
Strategies/Arrangement
1. Ethos: Why: Gaining the audience’s trust is all about building credibility, especially with
student-athletes who could be wary of other influences (Thomas). How: Make use of
endorsements and case studies from seasoned sportsmen who have successfully negotiated
the NIL environment. Include quotations or anecdotes from reliable sources, such as
scholarly research or professionals in the field. Link to Goal: Student-athletes are more
likely to interact with the material and take aggressive measures to defend their rights if
the organization is seen as credible and trustworthy.
2. Pathos: Why: Emotional appeals can arouse empathy and connect with student-athletes
individual experiences. How: Share first-person accounts or case studies that highlight the
difficulties and successes that student-athletes have had when negotiating NIL agreements
(Thomas). Include pictures or videos that illustrate how NIL rules affect the lives of
student-athletes. Connection to Objective: Student-athletes are inspired to take action and
promote reforms in the collegiate athletics system by evoking strong emotional reactions
in them.
3. Logos: Why: The persuasive appeal of the webpage is strengthened when it presents
arguments that are supported by logic and evidence. How: Provide data, case studies, and
legal precedents that illustrate the financial and legal ramifications of non-interference
clauses (Misey III, R. J., & Misey Jr, R. J.). When presenting difficult information
graphically, use charts or infographics. Link to Goal: Student-athletes are equipped to
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successfully advocate for their rights and make educated decisions by providing strong
evidence.
4. Cultural Knowledge: Why: Comprehending the cultural milieu of collegiate sports
facilitates customized communication and interaction with the intended audience. How:
Use pop culture allusions or sports figures that are significant to the student-athlete
community (Thomas). Make use of words and visuals that the collegiate athletics
community can relate to. Connection to Objective: Through conformity to the cultural
norms and values of student-athletes, the webpage improves engagement and relatability.
5. Identification: Why: Encouraging student-athletes to feel a feeling of unity and belonging
motivates them to take collective action and become advocates (Wynn). How: Encourage
peer-to-peer interactions by integrating social media or creating forums so that studentathletes can support and exchange experiences. Emphasize the cooperative efforts and
achievements of student-athlete advocacy organizations. Link to Goal: The webpage
encourages student-athletes to advocate for fundamental changes in the college athletics
scene by fostering solidarity and collective action.
Conclusion
The website will include several pages, such as an overview of NIL rights, instructional
materials for understanding NIL agreements, athlete testimonies, advocacy projects, and contact
details for more assistance. Bright and energizing hues will be used in the color palette to
symbolize the dynamic character of collegiate athletics. To improve the user experience and
increase engagement, extra features including interactive features, intuitive navigation, and mobile
responsiveness should be included.
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Works Cited
Misey III, R. J., & Misey Jr, R. J. “A Picture Is Worth a Thousand Dollars, Even to StudentAthletes: An Analysis of the NCAA’s Recommendations for Name, Image, and Likeness
Income.” Ent. & Sports Law. 36 (2020): 72.
Ranieri, Joseph. “The First Step: Student-Athletes Finally Get the Right to be Compensated for
their Names, Images, and Likenesses.” DePaul J. Sports L 18 (2022): 1.
Thomas, Matthew S. “This Play is Under Review: How State Name, Image, and Likeness
Statutes Fail to Protect Student-Athletes from Unscrupulous Agents.” Bus.
Entrepreneurship & Tax L. Rev 6 (2022): 202.
Wynn, Hanna. “The Path to Name, Image, and Likeness Rights for College Athletes and Its
Potential Effects on Student-Athletes, the NCAA, and Athletic Programs.” Colo. Tech. LJ
20 (2022): 309.
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