In the field of collegiate esports the term 'varsity' is mystifying to many and defined by few. Those involved in the field, including parents, students, program directors, and administrators are often left asking the question: what exactly is a 'varsity' esports program? The absence of a unified definition has caused schools, conferences, and even third-party entities to proffer their own interpretations, ultimately diluting the term. As a collegiate esports program director, the contours of this problem have taken shape through my work, so let me break things down.
When one peers into the world of traditional sports, the term 'varsity' comes into sharp focus. It represents a standard of excellence, resources, commitment, and institutional support. Varsity teams compete at the highest level of their respective sports, often supported by dedicated coaching staffs, training facilities, and academic support. This is a far cry from the fluid and nebulous use of 'varsity' within esports, where the term's application varies wildly from institution to institution, conference to conference, and even among industry players such as recruitment platforms. The result is a diluted and muddled understanding of what 'varsity' truly means in the esports arena.
Delving deeper, it becomes apparent that the current ambiguity around the definition of 'varsity' in esports actually has far-reaching consequences. It creates confusion among students and parents, diminishes the credibility of esports in the eyes of potential sponsors and partners, and fosters inconsistency in the allocation of resources among esports programs. It also blurs the distinction between student-run clubs and 'varsity' programs, which, while theoretically egalitarian, creates a potentially uneven playing field. It's one thing to lose to a similarly supported and equipped team; it's quite another to face off against a team with significantly more resources and institutional support.
Perhaps most harmfully, the lack of a clear definition of 'varsity' can be a serious issue for high school players and recruits. A student-athlete may be drawn to a program labeled as 'varsity,' expecting a level of support and resources similar to what they would receive in a traditional varsity sports program. However, given the current fluidity of the term, they may find themselves in a program that falls well short of these expectations.
Proposed Framework for Defining 'Varsity' Esports
To rectify this situation, a framework mirroring the traditional sports approach to defining 'varsity' seems a prudent starting point. This would entail laying down a firm set of criteria that take into account elements such as institutional support, dedicated resources, and competitive quality. Such a framework, while not universally enforceable in the absence of a central governing body, would nevertheless offer a much-needed reference point for institutions, conferences, and industry.
Let us delve deeper into the first component of this proposed framework: institutional support. In traditional sports, 'varsity' teams typically enjoy a significant level of institutional backing. This support can take many forms, from financial resources to dedicated staff and facilities. The esports landscape is much more fragmented, with institutional support ranging from robust, well-funded programs to more modest, grassroots initiatives. A 'varsity' esports program should ideally be marked by a similar level of institutional commitment. This implies not only adequate funding but also meaningful integration into the broader educational and athletic infrastructure of the institution.
Secondly, resources and facilities are crucial. Traditional varsity sports are equipped with the necessary facilities, coaching staff, and equipment. In the context of esports, this could translate to a dedicated esports arena, high-end gaming equipment, and dedicated staff such as a director and coaches. Furthermore, a truly varsity-level program should also offer support services like academic tutoring and mental health resources, mirroring the holistic support provided to traditional student-athletes.
Thirdly, a competitive standard is another defining aspect of a 'varsity' team in traditional sports. This would primarily be measured in terms of participation in recognized specific leagues or tournaments and competing against other similarly classified teams.
The National Association of Collegiate Esports (NACE) offers an intriguing case study in this discussion. By requiring member schools to participate in league matches from their respective esports arenas, NACE has effectively set its own standard for what constitutes a 'varsity' program. This standard encompasses quality, in the form of a dedicated esports facility; financial support, implied by the resources necessary to maintain such a facility; and competitive integrity, maintained by having teams compete in a controlled, standardized environment. However, this model raises potential issues of exclusivity. It inherently favors institutions with the financial wherewithal to invest in dedicated esports facilities and may exclude smaller or less well-funded institutions. While NACE's approach provides a clear and consistent definition of 'varsity,' it also highlights the challenges of striking a balance between setting high standards and ensuring inclusivity within the diverse and rapidly evolving landscape of collegiate esports.
The task of defining 'varsity' esports is a complex and challenging one. The lack of a universally accepted definition is not just a matter of semantics but an issue that strikes at the very heart of the collegiate esports industry. While there is no easy solution, it is clear that the industry must strive for greater clarity and consensus on this issue if it is to continue its rapid growth and achieve its full potential. As we all continue to grapple with this issue, it's crucial to remember that the goal should not be to merely copy the structures and definitions of traditional sports but to create a framework that is true to the unique characteristics of esports and the evolving needs of its participants.