Assessing Coach and Athletic Director Responsibility for the Social Mission of High School Sport PDF Download
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Author: Kylee J. Ault-Baker
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 0
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Book Description
High school sport has often been considered a viable context for promoting youth development of life skills and character (Turgeon et al., 2019). So much so that key stakeholders, including coaches and athletic directors, have been charged with meeting the mission statements of these education-based sport programs (Camire et al., 2009). However, despite a focus on promotion of psychosocial development in the very definition of education-based athletics (Blanton et al., 2021), coach and athletic director perceptions of their responsibility for fulfilling this 'social mission' of student-athlete psychosocial development has not been explored. Therefore, the purpose of this study is to answer the following research questions: (1) How do coaches and athletic directors perceive their responsibility for the social mission of high school sport and student athletic success, and (2) what job characteristics predict perceptions of responsibility for the social mission of high school sport and student athletic success? This study used a sequential explanatory mixed-methods design with stratified sampling of 191 coaches and 112 athletic directors spanning all four divisions in Michigan. Responsibility and predictors of responsibility such as skill variety, task identity, task significance, autonomy, feedback from the job, feedback from agents, and working with others were measured using the Job Diagnostic Survey (Hackman & Oldham, 1975), and explanatory follow-up focus group interviews were conducted (Creswell & Plano-Clark, 2018).Results from Research Question 1 indicate that coaches perceive the same amount of responsibility for both the social mission and the athletic success of student-athletes. Athletic directors perceive more responsibility for the social mission than they do for promoting athletic success, although coaches had higher levels of perceived responsibility for the social mission than the athletic directors. In the follow up focus groups the coaches indicated feelings of perceived definitive responsibility for the social mission, as well as some level of nuanced responsibility when recognizing that others also may share the responsibility for student-athlete psychosocial development. Coaches also commented on the balance of responsibility between promoting athlete life skills development while fostering athletic success. Athletic directors discussed a perceived definitive responsibility for the social mission, with their conversations highlighting that nuanced responsibility includes the multitude of other duties assigned to their jobs. Specific to the athletic director group was the mentioning of accountability and evaluation as an obvious, and mostly unwanted, next step from assuming responsibility for student-athlete psychosocial development.Results of Research Question 2 revealed that status as an educator, task identity and task significance significantly predicted coaches' level of responsibility for fulfilling the social mission of high school sport. In follow-up focus groups, the coaches discussed task identity, feedback, motivation for joining the profession, time demands of the job, and external support as important influences on responsibility. In the athletic director sample, task identity and feedback from the job significantly predicted athletic directors' responsibility for fulfilling the social mission. In follow-up focus groups, athletic directors emphasized task identity, feedback, administrator responsibility for the perception of the school, motivation for joining the profession, and demands of the job as important influences the responsibility for the social mission of education-based athletics. The current study provides foundational data on the responsibility of coaches and athletic directors for future lines of research.
Author: Kylee J. Ault-Baker
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 0
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Book Description
High school sport has often been considered a viable context for promoting youth development of life skills and character (Turgeon et al., 2019). So much so that key stakeholders, including coaches and athletic directors, have been charged with meeting the mission statements of these education-based sport programs (Camire et al., 2009). However, despite a focus on promotion of psychosocial development in the very definition of education-based athletics (Blanton et al., 2021), coach and athletic director perceptions of their responsibility for fulfilling this 'social mission' of student-athlete psychosocial development has not been explored. Therefore, the purpose of this study is to answer the following research questions: (1) How do coaches and athletic directors perceive their responsibility for the social mission of high school sport and student athletic success, and (2) what job characteristics predict perceptions of responsibility for the social mission of high school sport and student athletic success? This study used a sequential explanatory mixed-methods design with stratified sampling of 191 coaches and 112 athletic directors spanning all four divisions in Michigan. Responsibility and predictors of responsibility such as skill variety, task identity, task significance, autonomy, feedback from the job, feedback from agents, and working with others were measured using the Job Diagnostic Survey (Hackman & Oldham, 1975), and explanatory follow-up focus group interviews were conducted (Creswell & Plano-Clark, 2018).Results from Research Question 1 indicate that coaches perceive the same amount of responsibility for both the social mission and the athletic success of student-athletes. Athletic directors perceive more responsibility for the social mission than they do for promoting athletic success, although coaches had higher levels of perceived responsibility for the social mission than the athletic directors. In the follow up focus groups the coaches indicated feelings of perceived definitive responsibility for the social mission, as well as some level of nuanced responsibility when recognizing that others also may share the responsibility for student-athlete psychosocial development. Coaches also commented on the balance of responsibility between promoting athlete life skills development while fostering athletic success. Athletic directors discussed a perceived definitive responsibility for the social mission, with their conversations highlighting that nuanced responsibility includes the multitude of other duties assigned to their jobs. Specific to the athletic director group was the mentioning of accountability and evaluation as an obvious, and mostly unwanted, next step from assuming responsibility for student-athlete psychosocial development.Results of Research Question 2 revealed that status as an educator, task identity and task significance significantly predicted coaches' level of responsibility for fulfilling the social mission of high school sport. In follow-up focus groups, the coaches discussed task identity, feedback, motivation for joining the profession, time demands of the job, and external support as important influences on responsibility. In the athletic director sample, task identity and feedback from the job significantly predicted athletic directors' responsibility for fulfilling the social mission. In follow-up focus groups, athletic directors emphasized task identity, feedback, administrator responsibility for the perception of the school, motivation for joining the profession, and demands of the job as important influences the responsibility for the social mission of education-based athletics. The current study provides foundational data on the responsibility of coaches and athletic directors for future lines of research.
Author: Donna A. Lopiano
Publisher: Human Kinetics
ISBN: 149258181X
Category : Business & Economics
Languages : en
Pages : 474
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Book Description
Athletic Director’s Desk Reference With Web Resource is the most authoritative and comprehensive resource available for collegiate athletic administrators. Loaded with practical tools, this resource guides program administrators in navigating their increasingly complex roles in athletic programs of any size. With this reference, administrators will confidently handle typical and unexpected situations and address the various policy and system needs required for running a successful athletic program. Authors Lopiano and Zotos, well known and respected for their contributions to collegiate and scholastic athletics, guide readers with more than 75 combined years of experience as athletic program administrators, coaches, and consultants. Complete with a practical web resource, Athletic Director’s Desk Reference offers extensive advice and tools for today’s athletic director, covering leadership and organizational planning, office and facilities operations, staff management, student–athlete relations, team administration, event management, fundraising, media relations, and more. Both the print and e-book versions of Athletic Director’s Desk Reference help readers quickly find the materials and information required for performing specific tasks or functions. They include numbered contents and cross-references to the web resource, allowing readers to move seamlessly between the two. This comprehensive resource includes more than 120 management tips and planning tools in the book that provide expert insights and strategic advice, and more than 340 documents in the web resource that can be downloaded and customized to meet the needs of each athletic program: • Management tips in the book present foundational information, problem-solving strategies, and suggestions for management of employees, programs, events, and facilities. • Planning tools in the book provide specific steps or considerations to take in the development of strategic plans, action plans, professional development plans, and governance systems. • Educational resources in the web resource can be used for teaching and motivating staff members, campus constituents, volunteers, and student-athletes. • Evaluation instruments and risk assessments in the web resource help directors, supervisors, and employees assess job performance, evaluate program contents, identify risks, and prevent litigation. • Policies and forms in the web resource allow athletic directors to produce effective policies and procedures with only simple modifications and customizations. The engaging narrative, philosophies, and advice from seasoned professionals combined with customizable and practical materials make this a unique and essential reference for athletic directors of all levels and abilities. Athletic Director’s Desk Reference empowers administrators to confront issues and lead with confidence while saving time and research. As a result, athletic directors will become more efficient, more effective, more mission driven, and more successful in virtually any task, decision, or strategy.
Author: National Interscholastic Athletic Administrators Association
Publisher: Human Kinetics
ISBN: 1450432778
Category : Business & Economics
Languages : en
Pages : 410
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Book Description
This comprehensive resource covers leadership, operations, financial and facilities management, and other chief administrative responsibilities to help readers better understand the athletic director's multifaceted role.
Author: National Interscholastic Athletic Administrators Association (NIAAA)
Publisher: Human Kinetics
ISBN: 1492582239
Category : Business & Economics
Languages : en
Pages : 410
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Book Description
NIAAA’s Guide to Interscholastic Athletic Administration presents a wealth of information and insights from experienced athletic directors across the United States. This comprehensive resource covers leadership, operations, financial and facilities management, and other chief administrative responsibilities to help readers better understand the athletic director’s multifaceted role. NIAAA’s Guide to Interscholastic Athletic Administration was developed under the direction of the National Interscholastic Athletic Administrators Association (NIAAA), the trusted authority for excellence in administration of high school sports. This guidebook features the best practices in high school athletic administration to assist both aspiring and practicing athletic directors in meeting the demands of the job. General guidelines and background knowledge are complemented by specific strategies and techniques. Each chapter offers examples of how to solve common problems, and sidebars highlight creative solutions employed by exemplary high school athletic directors. This text features guidance and multidisciplinary information on handling some of the toughest parts of the job. A chapter on personnel management discusses mentoring and evaluation systems to assist with the growth and development of staff, and a technology chapter offers specific recommendations of tools to help athletic directors operate more effectively and efficiently. A chapter on legal and safety concerns outlines concrete measures that administrators can take to prevent mishaps and protect their schools and staff from liability. Readers will also learn how to manage a budget and find creative alternatives to get the most out of available funds. Based on extensive research conducted by the editors, this text confronts several challenges facing contemporary high school sport administrators: • Providing comprehensive professional preparation for athletic director candidates and continuing education for today’s athletic directors • Aligning the goals of education-based athletic programs and the conduct of coaches, athletes, and parents engaged in the program to the educational mission of the school, district, state, and national governing organizations • Ensuring ongoing education in vital areas including student citizenship, staff support, safety, risk management, and budget preparation • Making consistent efforts to provide equitable opportunities for participation and accommodate the abilities and interests of all student-athletes The position of interscholastic athletic administrator is rapidly becoming one of the most challenging positions in any school as these professionals are asked to do more with less. Given proper education, tools, and goals, NIAAA recognizes the pivotal role an athletic administrator can have in enriching the school culture and experiences of participating athletes, parents, and coaches. NIAAA’s Guide to Interscholastic Athletic Administration provides fundamental knowledge guided by sound educational practices to enable athletic administrators to execute their daily duties with competence and confidence.
Author: Tyler Ratts
Publisher:
ISBN:
Category : Athletes
Languages : en
Pages : 0
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Book Description
Interscholastic athletics represent the most significant body within the sport industry (Fraina, Forsyth, Johnson, & Whisenant, 2022) given the lasting positive outcomes that can be enjoyed by student-athletes through their participation. With the impact of head coaches, both positively and negatively, in shaping the achievement of these benefits (Adeyemo, 2022; Gould & Carson, 2010), athletic directors must be able to ensure that the most effective individuals are leading athletic programs within their high school athletic department. Existing research has taken a quantitative approach to determine the presence of coaching evaluations within high school sports (Hill & Pluschke, 2005; Hoch, 1989; Thielges, 2015); however, a gap in the literature exists related to a more thorough understanding of the perspectives and experiences of athletic directors when leading the coaching evaluation process. Therefore, the purpose of this qualitative study was to analyze how interscholastic athletic directors utilize the performance appraisal process to evaluate the effectiveness of head coaches.Three theoretical frameworks (i.e., performance appraisal process, goal setting theory, and stakeholder theory) formed the foundation on which the research questions were developed. In total, 25 participants were secured that represent athletic directors across school classification (i.e., 1A, 2A, 3A, and 4A) and school type (i.e., public and private), with saturation achieved through this sample size. Data collection methods included both semi-structured interviews and document analyses of coaching evaluation forms. Through a thematic analysis, seven main themes (i.e., elements of the coaching evaluation process, role of head coaches, coaching evaluation form, key goal areas, main stakeholder groups, leveraging stakeholder feedback, and challenges in maximizing coaching evaluations), which include 32 subthemes and 53 sub-subthemes, emerged that provide deeper context into the key shared elements present within coaching appraisals in high school sports and describe how athletic directors engage in this process to examine coaching efforts. Practitioners can consider the findings from this study to reflect on and strengthen their own evaluation processes to ensure the most effective appraisals have been developed within their athletic department when reviewing the performance of head coaches.
Author: Robert L. Simon
Publisher: Routledge
ISBN: 0429976208
Category : Philosophy
Languages : en
Pages : 280
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Book Description
The Ethics of Coaching Sports features invited contributions written by prominent scholars examining a broad range of normative or evaluative issues that arise from the role of the coach in competitive sports. The collection is accessible and comprehensive, including discussion of concrete issues in coaching, such as the distribution of playing time, bullying, the implications of recent events surrounding the Pennsylvania State scandal, and Title IX and gender equity. The contributing authors also explore the larger ethical considerations of the role of the coach as educator, leader, and moral role model; special considerations when coaching children; and an examination of the failures of coaches to meet appropriate standards when they do not respect their players and their programs. Each contributor presents the main arguments and positions relevant to their chosen topic and, with the ground set, the authors then seek to advance the reader's theoretical and philosophical understanding of coaching. Robert L. Simon's introductions to each of the book's four parts help to summarize the main theses of the contributors' chapters and examine differences between how each author approaches their chosen subject. Study questions are also provided for each chapter, making The Ethics of Coaching Sports the perfect companion for classes on sports ethics and coaching.
Author: Walter Scott Monroe
Publisher:
ISBN:
Category : Athletics
Languages : en
Pages : 32
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Book Description
Author: Dina Gentile
Publisher: Jones & Bartlett Learning
ISBN: 128419597X
Category : Sports & Recreation
Languages : en
Pages : 325
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Book Description
The ideal text for many courses offered within the Sport Management curriculum, Athletic Administration for College, High School, Youth and Club Sport incorporates the analysis of prominent issues that administratiors are challenged to resolve in their specific sport setting. Students looking for careers outside of professional sports will learn from both the content supplied throughout the text, and through the highlighted practical case studies. Topics covered include: Role of Athletic Administrators, Facility Management, Fundraising, Risk Management, Staff Management, and more.
Author: Branden M. Lippy
Publisher:
ISBN:
Category : Athletic directors
Languages : en
Pages : 122
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Book Description
This qualitative research study explored public and non-public high school athletic directors' perception regarding the impact of sport specialization on high school student-athletes. This study was conducted with 30 high schools across the Pennsylvania Interscholastic Athletic Association's District III region. Results were gathered by using an online survey, interviews, and a review of athletic department coaching handbooks, mission statements, and any school board policies relating to sport specialization, sharing of student-athletes, sharing of facilities, and multiple-sport participation. Thirty athletic directors completed the survey and seven were then interviewed. The results from this study indicated that the majority of athletic directors perceived the disadvantages of sport specialization exceeded the advantages for high school student-athletes. While most athletic directors agreed that there is some necessity to specialize to increase skill ability, most also agreed that specializing in one sport provides a greater negative impact than positive impact on high school student-athletes. Athletic directors perceived several factors as critical components in a student-athlete's decision to specialize: opportunities for student-athletes to participate in sports outside of their school district (travel and club teams); pressure from coaches and parents/guardians; the fear of not making a team; and student-athletes' and parents/guardians' belief that specialization helps to obtain a college scholarship. An overwhelming number of participants agreed that playing multiple sports is an important aspect of the high school student-athlete experience; that central administration supports multiple sport athletes; and that they do not encourage student-athletes to specialize during childhood/adolescence.
Author: John G. Nicholls
Publisher: Harvard University Press
ISBN: 9780674154179
Category : Education
Languages : en
Pages : 280
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Book Description
Young children and even infants work hard at mastering various kills and show spontaneous pleasure at their own accomplishment. John Nicholls explores the conditions that cause students to lose their unselfconscious involvement in a game or task and become concerned with how they are stacking up against others. Charting the development of children's concepts of luck, effort, and ability, he argues that with age they are increasingly prone to take superiority over others as the definition of success. An emphasis on interpersonal competition, which permeates Western society, exacerbates this egotistical tendency and results in diminished accomplishment and alienation from school. To overcome these problems, Nicholls argues, we must "become as little children" for whom absorption in exploration and accomplishment come naturally, even when those around them are more competent. This ideal is unlikely to be promoted through technical approaches to education, or by the current emphasis on the role of education in economic development. Instead, Nicholls calls for a progressive approach to education. Difficult though it is to implement, this approach is most likely to increase equality of motivation for intellectual development, substantial accomplishment, satisfaction in work, and more productive relations with others. These are important ideas for anyone interested in achievement motivation, for those professionally involved in education, and for nonspecialists interested in, or worried about, how we educate our children.
