Tanker said:
Wasn't backed by statistics this weekend. Had to bribe a percentage to even show up for the men's game and were still short over a thousand. I think if you ask around, people are figuring out that there is a little more consistency and hustle on the women's side.
Another reason for the women's consistency is the lack of revolving door of players. Most of the women's players stay four years, get better, so a fan is able to watch and grow with them. They do not act bigger than the program. On the men's side it is always a little different. The players have to watch over their shoulders because the coaches are always looking to replace you with a different player rather than helping you grow. Even on this board, the talk is always how the men's team will improve with the players we have never seen. I will add though that this isn't just with Montana.
I agree with you.
but, my response was to the poster as to why there aren't more students at Lady Griz games. there are more students at the mens games then there are at Lady Griz games. My perception is that the younger generation such as the students like to see more athletic, physical, and above the rim type of play which you get from watching the men play.
Since attendance is roughly the same for both programs (Lady Griz averaged just over 100 fans more a game), mens games get more students, therefore, more adults watch the Lady Griz. Lady Griz attendance doesn't exactly drop as much during winter break as it does with the mens when the students go away. But certainly will jump when they play a big game against a good opponent.
Since the women team can't play above the rim, they have to stick with the fundamentals. How the Lady Griz have been so consistent has been because of being taught the fundamentals by the same coaches for around 15 years. That helps keep players in the program.
So, I figure students watch the mens play for the above rim, but once get older they get tired of it, and want to watch the Lady Griz play for a more sound fundamental game.