AASM 2021 Proceedings 18 August 2021

16tAsian Association for Sport Management Conference 19-20 August 2021

A STUDY ON THE CORRELATION BETWEEN BRAND IMAGE AND
BRAND EQUITY ON CONSUMERS’ PURCHASE INTENTION:

USING ATHLETES’ SELF-CREATED BRANDS AS AN EXAMPLE

Liu Wan-Chen Page | 199
National Taiwan Normal University, Taiwan

[email protected]

The growing popularity of sports in Taiwan has led to a gradual boom in sports-
related industries. In recent years, the sports industry has been influenced by COVID-19 and
has become an era of digital transformation and development, making it increasingly popular
for consumers to shop via the Internet. This study aims to investigate the relationship
between brand image, brand equity and purchase intention of athletes’ self-created brands. A
survey was conducted through an online questionnaire, using a snowball sampling method
toward respondent that purchase athletes’ self-created brand products as the target population.
The data was analyzed with Pearson correlation analysis and hierarchical regression analysis
which led to the following Discussions: Brand image, brand equity and purchase intention
are highly correlated, indicating a significant correlation between the three. Brand equity has
a mediating effect on the relationship between brand image and purchase intention. When
brand equity is high, it can strengthen the influence of brand image on purchase intention;
when brand equity is low, brand image plays a particularly important role, when consumers
brand equity is increased, it will in turn affects purchase intentions. Based on this, it is
recommended that the self-created brands should continue to stabilize their main consumer
demographic and expand other consumer segments. They should consider their specificity
and choose diverse marketing strategies to enhance the brand image of their self-created
brands, so that consumers will be willing to purchase and repurchase in order to expand the
self-created brand market.

Keywords: Athletes, self-created brand, brand image, brand equity, purchase intention

References
Aaker, D. A. (1991). Managing brand equity. New York: Free Press.
Biel, A. (1992). How brand image drives brand equity. Journal of Advertising Research, 32,

612.
Dobni, D., & Zinkhan, G. M. (1990). In search of brand image: A foundation analysis.

Advances in Consumer Research, 17(1), 110–119.
Keller, K. L. (1993). Conceptualizing, measuring and managing customer–based brand

equity. Journal of Marketing, 57(1), 1–22.
Kotler,P., & Armstrong, G. (1996). Principles of marketing (7th ed.). New Jersey: Prentice-

Hall Internation, Inc.
Richardson, P. S., Dick, A. S., & Jain, A. K. (1994). Extrinsic and intrinsic cue effects on

perceptions of store brand quality. Journal of Marketing, 58(4), 28–36.

16tAsian Association for Sport Management Conference 19-20 August 2021

THE WORK COMPETENCIES OF INSTRUCTORS IN THE Page | 200
INSTITUTE OF PHYSICAL EDUCATION

Chaturong Hemara1, Umaporn Kong u-rai2, Gosol Rodma3, and Preeyanat
Buathongchan4

1Faculty of Education, National Sports University Lampang Campus, Thailand
2Faculty of Arts, National Sports University Lampang Campus, Thailand

3Faculty of Education, National Sports University Phetchaboon Campus, Thailand
4Faculty of Arts, National Sports University Krabi Campus, Thailand
[email protected]

Abstract
The purposes of this research were 1) to study the work competency of instructors of

the Institute of Physical Education 2) to study the needs assessment to develop the work
competency of instructors in the Institute of Physical Education. This research is a survey
research. The sample group used in this study was the Instructors of the Institute of Physical
Education. The sample size was 245 using Darwin Handel's table. The samples were obtained
by stratified random sampling. Studying the documents and determining the work
competency of instructors of the Institute of Physical Education and ask the opinions and a
questionnaire on the needs assessment to develop the work competency. Data were analyzed
using descriptive statistics and analyze mean, standard deviation and calculating the Priority
Needs Index. (Priority Needs Index; PNI) The results of the research showed that the work
competency of instructors of the Institute of Physical Education consisted of 1) Learning
management 2) research 3) Use and technology development 4) Promoting a learning society
5) Academic services 6) Community service and 7) Preservation of art and culture. As for the
needs for the development of work competency, it was found that the highest needed item
was learning management (PNI = 0.38), research (PNI = 0.37), promoting a learning society
(PNI = 0.35, PNI=5.12), academic services (PNI = 0.35, PNI=4.99), Use and technology
development (PNI = 0.33), community service (PNI =0.32, PNI=4.64) and, preservation of
art and culture (PNI = 0.32, PNI=4.57) respectively.

Keywords: Competencies, The work

1. INTRUDUCTION
Modern human resource development has given priority to competencies. The

competencies as a factor or criterion for measuring the potential or the ability of the person as
well as used as an element in employee development. David Mc Clelland, a psychologist
from Harvard University in the United States, has described the relationship between good
characteristics of people in an organization and the level of skills, knowledge, and good
characteristics. Later, these concepts were applied to by specifying the basic factors in a
position, what basic skills, knowledge, capabilities or behaviors are required and which level?
Therefore, that person will have good characteristics for performing their work efficiently and
achieving the objectives of the organization. (Sukanya, 2005)

Institute of Physical Education have important mission about the production of
graduates, research, and academic services to the community and preservation of art and
culture and produce graduates with quality according to the educational management
standards of the Office of the Higher Education Commission. Therefore, The Institute of

16tAsian Association for Sport Management Conference 19-20 August 2021

Physical Education has operated according to the mission efficiently and according to the
crisis of the number of students decreased which causes the budget to be reduced while the
standard of education must be qualified to meet the standards of quality assurance, from this
context, the work competencies of Instructors are important for to meeting the mission of the
Institute of Physical Education. (Panomprai, 2007; Pornsawan, 2007) Pasin (2011) said that
the quality of graduates depends on the efficiency of teachers, "Raising the quality of Thai Page | 201
higher education to produce and develop quality personnel to the labor market and develop
higher education potential in creating knowledge and innovation in order to increase the
country's competitiveness in globalization "

From the reasons, The researcher is interested in studying the work competencies of
the Instructors in the Institute of Physical Education and this process will be important
information for the development of Instructors which will affect the development of graduate
quality.

Research objectives:
1. To study the work competencies of instructors in the Institute of Physical
Education.
2. To study the needs assessment to develop the work competencies of
instructors in the Institute of Physical Education.

2. LITERATURE REVIEW
2.1 Needs Assessment

Needs assessment is the process of Gap Analysis or analysis of the differences
between the current condition and the desired or expected condition in order to fill up the gap.
The needs assessment is a systematic evaluation in order to identify the differences or the
outcome gaps between the expected condition and the real condition at present. (Suwimon
Wongwanich, 2007)

Stuflebeam, et al. (1985) defined and summarized that the needs mean things that
need to be responded to or that become useful after getting responded. The definition of
needs can be categorized based on four aspects as follows.

1) On the discrepancy aspect, the needs mean the difference during the action plan or
the Desired Performance and the action or the Observed Performance.

2) On the democracy aspect, the needs mean the desire or want of the majority which
can be considered as a reliable reference group.

3) On the analysis aspect, the needs mean information of a thing or an organization
upon which competent personnel can make a judgment that it is very important for the
organization and thus creates development in the organization.

4) On the diagnosis aspect, the needs mean something that a person judges as a flaw
or Deficiency of Absence, and the person can prove that the “Deficiency of Absence” can be
harmful to the organization.

The definition of needs can be summarized as follows. The “needs” is differences
between the expectancy and the fact at present. It is the condition that requires development,
improvement, and revision based on the perception of the group of people who provide the
information for such purposes. The researcher utilizes such a concept in studying the needs
for developing the competency.
2.2 Concept on Competency

The good or poor competencies relied on the inner characteristics of the person such
as attitude, value, belief, skills, ability, knowledge, etc. They play an important part and thus
influence the behavior and the achievement of the working personnel. These things come

16tAsian Association for Sport Management Conference 19-20 August 2021

from experience, upbringing, education, hearing, and seeing which accumulate to be the inner

characteristics of the persons. Therefore, development or changes that make the person

perform better and be successful is not easily built. It requires time and it is the initiation of

attention paid to the competency building of people. (David, 1973)

Chuchai Smitikrai (2013) divides the type of personnel competency into three types as

shown below. Page | 202

Core Competency is the competency that all personnel (in all fields, units, or positions)

in the organization need to have.

Functional Competency is the competency which is knowledge, ability, and necessary

skills to perform the task in a field such as the personnel who work in the supplies section

need to have competency in supply duties.

Role Competency is the competency that personnel at the administrative level need to

have in order to perform their responsibilities and roles as administrators efficiently. Some

organizations may call this competency Management Competency.

The review of literature on the type of competency shows that the type of competency can be

considered from the principle of organization goals. All personnel must have a competency-

based on the organization’s goals which is the core competency Therefore, teaching and

researching are considered as the core competency while the other competency is considered

as minor competency or called differently as functions or job competency. For example, the

personnel who work in the Student Affairs Section need to be competent in their fields of

student affairs.

3. Methodology
Step 1: Study of work competencies of Instructors in the Institute of Physical Education

1. Study the duties of the Instructors at the tertiary level.
2. Study of the mission of the Institute of Physical Education
3. Drafting the capacity of Instructors in the Institute of Physical Education
4. Ask 5 experts about the competencies of the Instructors in the Institute of Physical
Education to check the content validity by analyzing the Index of Congruence (IOC) and the
results is equal 1 in every item.
Step 2: Study the needs of competencies development of Instructors in the Institute of
Physical Education
Population
668 Instructors from Institutes of Physical Education (17 campuses)
Sample
The sample size was calculated using Darwin's table (1977). The minimum sample
size was 245 persons. In this research, the researchers collected data from 250 samples and
stratified random sampling.
Research tools. Questionnaire about the need for development of work competencies
of the Institute of Physical Education instructors divided into 2 parts as follows:
Part 1 General information of the respondents, including gender, age, academic
position, burden work etc.
Part 2 Questionnaire about the need for the development of competencies of
Instructors. The questionnaire to choose from rating scale, which is the highest, high, medium,
low and lowest.
Validity checking The researcher brought the questionnaires to 5 experts to check the
content and consider the suitability of the language and analyzing the Index of Congruence
(IOC). The IOC between 0.8 to 1.0.

16tAsian Association for Sport Management Conference 19-20 August 2021

Reliability checking The questionnaire was used to experiment with 30 Instructors Page | 203
members of the Institute of Physical Education that were not samples. Analyze reliability by
using the Cronbach's alpha coefficient. It was equal to 0.96, which has a high level of
reliability. (Garrett, 1966)
Data analysis

Part 1 General information data were analyzed using frequency distribution method
and percentage.

Part 2 Assessment form for the need for development of competencies of Instructors.
Data analyzed by mean, standard deviation and calculating the Priority Needs Index.

4. RESULTS
Part 1 The results of the work competencies of the Instructors in the Institute of

Physical Education found that the consists of 7 aspects as follows:
1. Learning management
2. Research
3. Use and technology development
4. Promoting a learning society
5. Academic services
6. Community service
7. Preservation of art and culture
Part 2 The results of the study of the needs for the development of Instructors'

competencies Institute of Physical Education the results shown in Table 1 are as follows:

Table 1 Frequency and percentage of respondents classified by various variables

Item Number (person) Percentage
Gender
141 56.4
Male 109 43.6
Female
Age (year) 9 3.6
Under 30 46 18.4
30 - 40 62 24.8
41 - 50 133 53.2
Over 50
Highest education 32 12.8
Bachelor degree 205 82.0
Master's Degree 13 5.2
Ph.D.
Teaching experience (year) 22 8.8
Less than 10 69 27.6
10 - 20 159 63.6
More than 20
Academic position 136 54.4
Instructor 99 43.2
Assistant Professor 6 2.4
Associate Professor

16tAsian Association for Sport Management Conference 19-20 August 2021

From Table 1, It can be seen that the majority of the respondents are male (56.4%),
aged over 50 years (53.2%), master's degree (82%), more than 20 years for teaching
experience (63.6%), and academic position is instructor (54.4%)

Table 2 Prioritization of the needs to development of the competencies of Instructors in the

Institute of Physical Education Page | 204

Item Expectation Reality PNI mod Needs Rating
0.38
Learning management Χ S.D. Χ S.D. 0.37 PNI 1
Research 3.25 0.78 4.47 0.63 0.35 2
Promoting of learning society 3.22 0.89 4.41 0.74 0.35 5.45 3
Academic services 3.30 0.82 4.45 0.65 5.25 4
Use and technology 3.24 0.90 4.38 0.72 5.12
development 4.99 5
Community service 3.40 0.75 4.51 0.63
Preservation of art and culture 0.33 5.01 6
3.32 0.87 4.38 0.67 7
3.30 0.89 4.35 0.74 0.32 4.64
0.32 4.57

From table 2, It was found that the importance order index (PNI ) is between 0.32 to
0.38, with the most important item being Learning management (PNI = 0.38) Research
(PNI = 0.37) and the promotion of learning society (PNI = 0.35) respectively.

5. DISCUSSION
The research on the development of work competencies of Instructors of the Institute

of Physical Education found that there should be various competencies to cover the mission
of the work to be composed, including 1) Learning management 2) Research 3) Promoting of
learning society 4) Academic services 5) Use and development technology 6) Community
services 7) Preservation of arts and culture. Which is according to the goal of the mission.
Which is according to the concept of Spencer & Spencer (1993) that supports the relations
between competency and work, and considered the characteristics of each person and
behavioral characteristics. Boyatzis (1982) has said that competency is a affects work
efficiency. He believes that competency development shows that there are differences in
competency levels other than Dale & Hes (1995) said that the competency is the search for
causes the best competencies and in order to achieve the expected standards of operation.

The needs assessment of Instructors in the Institute of Physical Education on
competency base, as according to the skills and knowledge of the Instructors of the Institute
of Physical Education and should be self-development to the mission and the workload, and
which is consistent with Sukanya (2007), said that reducing the gap between the capacity
levels the organization expects and the competency level of employees currently, this way Is
one way to help employees develop competency. The needs assessment is an ongoing process
to inspect and develop tasks that meet the mission's needs.

6. CONCLUSION
The competency of Instructors of the Institute of Physical Education consists of the

following: 1) Competencies in learning management 2) Competencies in research 3)
Competencies in Promotion of learning society 4) Competencies in academic services 5)

16tAsian Association for Sport Management Conference 19-20 August 2021

Competencies in the using and technology development 6) Competencies in community
service and 7) Competencies in preservation of art and culture

ACKNOWLEDGEMENTS
I would like to express my appreciation to the President of Thailand National Sports

University, Assoc. Prof. Dr. Tay Xiang Chi, and Dr. Sriprapai Inchaithep. This work would Page | 205
have been impossible without their supports. I would also like to thank all experts who kindly
tested and ensured the quality of research instruments as well as the faculty members of the
Thailand National Sports University who cooperated in answering the questionnaire bringing
about the progress and leading to the successful completion of this research.

REFFERENCES
Boyatzis, R.E. (1982). The Competent Manager: A Model for Effective Competencies, John

Wiley & Sons.
Chuchai Smitikrai. (2013). Training Personnel in the Organization. (8th Edition). Bangkok:

Printing House of Chulalongkorn University.
Dale, M. & Hes, K. (1995). Creating Training Miracles. Sydney : Prentice Hall.
Darwin, H. (1977). American Education Research Association. New York: Mini Presentation.
Garrett, H. E. (1966). Statistics. New York: David McKay.
David, C. Mc. (1973). Testing for Competence Rather than Intelligence. American

Psychologists. 28 (1): 1-14.
Pasin Tangchung. (2011). Model of Personnel Competency Development in Education.

Bangkok: Dongkamol Publishing.
Panomprai Chaiyong. (2007). Motivation for Achievement in Work of Administrators

and Instructors in Physical Education Institutions. Central Campus, Academic
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Pornsawan Srapak. (2007). Academic Administration of Institute of Physical Education,
Suphanburi Campus. Supunburi: Supunburi Campus.
Spencer, M & Spencer, M.S. (1993). Competence at Work: Models for Superiors
Competencies. New York : John Wiley & Sons.
Stuflebeam, D.L., (et all). 1985. Conducting Educational Needs Assessment. Boston:
Kluwer Nijhoff Publishing.
Sukanya, Rasameechote. (2007). Human Resource Management with Competency-Based
HRM. Bangkok: National Institute of Productivity.
Sukanya Rasameechote. (2005). Guidelines for Human Potential Development with
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Suwimon Wongwanich. (2007). The Research to Evaluate the Needs. (2nd Edition).
Bangkok: Printing House of Chulalongkorn University.



ORGANIZING COMMITTEE OF THE 16TH ASIAN ASSOCIATION
FOR SPORT MANAGEMENT

Asst. Prof. Dr.Siriporn Sasimontonkul Consultant
Assoc. Prof. Dr. Supitr Samahito Consultant
Dr. Chai Nimakorn Consultant
Dr. Pongsak Swatdikiat Consultant
Dr. Vichakorn Hengsadeekul Consultant
Dr. Gongsak Yodmani Consultant
Asst. Prof. Dr. Issadee Kutintara Chairman
Assoc. Prof. Dr. Sid Terason Committee
Dr. Phennipha Phunsawat Committee
Dr. Sarayut Noikasem Committee
Dr. Pornchai Trusjaithum Committee
Mrs. Monthanee Ubolsing Committee
Miss Kanokwan Khatpho Committee
Miss Thanaporn Soontornthum Committee
Miss Thitirat Noonoi Committee
Miss Patcharakorn Kampangsomboon Committee
Miss Dolnapa Karak Committee
Miss Chayapa Siboonnan. Committee
Mr. Chiraphassakorn Sripinpao Committee
Mr. Tanongsak Joiroi Committee
Ms. Srisuda Seatung Committee
Mr. Pisit Nuttee Volunteer
Mr. Darongpan Apiromwilaichai Volunteer
Mr. Suriya Rajakhun Volunteer
Ms. Suttinee Sriburi Volunteer
1Lt. Chanatip Sonkham Volunteer
Dr.An Uesugi Secretary and Committee
Mr. Worawit Pumpaeng Deputy Secretary
Mr. Jeeraphan Manorom Deputy Secretary