The Assessment of NCAA Division I Student-athletes' Perceptions of Athletic Stress and the Carry-over Effects Into Academics PDF Download
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Author: Kristen M. Caputo
Publisher:
ISBN:
Category :
Languages : en
Pages : 240
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Author: Kristen M. Caputo
Publisher:
ISBN:
Category :
Languages : en
Pages : 240
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Author: Jason Allen Sievers
Publisher:
ISBN:
Category : College athletes
Languages : en
Pages : 212
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Author: Sara Marie Erdner
Publisher:
ISBN:
Category : Coach-athlete relationships
Languages : en
Pages : 214
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Book Description
Resilience in sport has been defined as "the role of mental processes and behavior in promoting personal assets and protecting an individual from the potential negative effect of stressors" (Fletcher & Sarkar, 2012, p. 675). Fletcher and Sarkar's (2012) found that various psychological factors were indicative of athlete resilience such as achievement motivation, social support, focus, confidence, and positive personality. To date, sport psychology researchers have dominantly examined resilience as an individual construct (e.g., Galli & Vealey, 2008; Fletcher & Sarkar; Wagstaff, Sarkar, Davidson, & Fletcher, 2016). However, it is also important to consider how athlete resilience might develop and operate in relationships with important others (e.g., coach). Narrative inquiry (Smith & Sparkes, 2009) was used in this study to explore the stories of seven NCAA Division I student-athletes' lived experiences of how the coach-athlete relationship influenced their ability to be resilient through major stress. Semi-structured interviews were conducted that asked participants about their respective coach-athlete relationship, how power and sociocultural factors influenced this relationship, and in turn, influenced student-athlete resilience. Braun and Clarke's (2006) thematic analysis was used for data analysis, which revealed the following themes: (a) Student-athlete core resilience, (b) The W.O.A.T., (c) The G.O.A.T., (d) W.O.AT. coach behaviors, (e) G.O.A.T. coach behaviors, (f) The W.O.A.T., the G.O.A.T., and student-athlete resilience, (g) The effect of coach major stress on student-athlete resilience, and (h) The relational shift: From bad to better, good to great. It is hoped that the findings of this study will be used as a powerful method from which coaches can emotionally connect with the participants' stories in order to better understand how they might operate within the coach-athlete relationship to influence student-athlete resilience.
Author: Morris R. Council
Publisher: IAP
ISBN: 164113416X
Category : Education
Languages : en
Pages : 142
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Book Description
There are numerous books documenting the challenges of student athletes and presenting recommendations for academic success. They primarily focus on understanding the issues of student-athletes and recommendations are oftentimes overly simplistic, failing to explicitly provide interventions that can be executed by student-athlete support personnel. In addition, the topic of supporting student-athletes who are academically at risk and/or are diagnosed with high incidence disabilities has been overlooked by scholars resulting in few publications specifically focusing on providing strategies to the staff/personnel who serve these populations. The general target audience is college/university practitioners who interface with student-athletes who demonstrate academic and social risk in the realm of athletics. These stakeholders include but are not limited to: academic support staff, student athletes, parents, coaches, faculty/educators, counselors, psychologists, higher education administrators, student affairs professionals, disability services coordinators/personnel, as well as researchers who focus on education leadership, sports, and special education. All of these groups are likely to find this book attractive especially as they work with student-athletes who are at-risk for academic failure. Also, it is ventured that this book will become the staple text for the National Association of Academic Advisors (N4A), the official organization for all personnel who work in collegiate academic support and can be used by members of intercollegiate athletic associations to reform policies in place to support at-risk student-athletes.
Author: Christina A. Rivera
Publisher:
ISBN:
Category : College athletes
Languages : en
Pages :
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Abstract: The purpose of this study was to identify the key factors student-athletes perceived to be important in their decision-making to stay in school. To accomplish this purpose, it was necessary to: 1) construct a conceptual model of student-athlete retention based upon the literature associated with traditional student retention and the college student-athlete experience, 2) utilize the conceptual model of student-athlete retention to guide the creation of an instrument that captures student-athlete perceptions of factors important to the retention process, and 3) use exploratory factor analysis to extract meaningful factors underlying the items of the instrument. Participants in this study consisted of 330 NCAA Division I student-athletes attending a large west coast university. Using the Understanding College Student-Athlete Retention Questionnaire developed for this study, data were collected in person during a team meeting for each participating sport. A total of 42 items, one question regarding intent to leave, and 17 demographic questions were included in the questionnaire. The Likert-scaled items were measured on a six-point scale ranging from Not Important (1) to Very Important (6) with the Importance scale referring to how important each statement is to the participant's decision to stay in school. Principal components analysis with VARIMAX rotation extracted a four-factor model. Cronbach's alpha and split-half (Spearman-Brown) reliability coefficients were calculated for the instrument and for each extracted factor. The questionnaire had a reliability coefficient of .930, whereas each factor had a reliability coefficient greater than or equal to .784. Forty-one of the 42 items included in the questionnaire loaded onto one of four factors: Quality of Academic Experience, Quality of Athletic Experience, In-Network Support, and Out-Of-Network Support. These four factors reflect what student-athletes perceived to be important to the student-athlete retention process. Factor scores were also calculated for each factor based on intent to leave. Results indicated that respondents who did not have intentions of leaving school early placed a significantly higher level of importance on the Quality of Academic Experience, whereas respondents who did have intentions of leaving school early placed a significantly higher level of importance on the Quality of Athletic Experience.
Author: Robert E Stevens
Publisher: Routledge
ISBN: 1135412375
Category : Sports & Recreation
Languages : en
Pages : 186
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Book Description
Stress in College Athletics: Causes, Consequences, Coping addresses the causes and consequences of stress in college sports and offers effective coping mechanisms that will help individuals understand and control stressors and emotions in their environment. Athletic administrators, coaches, student athletes, parents of athletes, educators, and social and behavioral science researchers will benefit from this examination of what stress is, the different types of stress, and what factors can contribute to anxiety. Containing insight from hundreds of student athletes, coaches, and administrators, this vital book offers you proven research, clear explanations, and recommended suggestions that will enable you to cope with stress and not let it affect your job or your game. Examining how both males and females perceive stress, Stress in College Athletics explores developmental differences between the genders to explain the ways in which the two groups react to and deal with stress. Discussing the challenges that you deal with every day, this valuable book offers you several proven suggestions and methods to help reduce stress, including: Using coping techniques, such as physical exercise (other than the sport you play), recreational activities, muscle relaxation, biofeedback, and meditation Doing things for others and looking to your own spirituality in order to alleviate anxiety Eliminating factors such as fatigue and inferior health in order to avoid the negative emotions of jealousy, fear, and anger that can lead to tension and anxiety Learning how to relieve stress in your immediate environment (on the sidelines, in the audience, or during a test) through simple, effective, and inconspicuous exercises Adapting procedures for self-modification of behavior, such as identifying a behavior you want to change, thinking about the result of that behavior and how often it occurs, and reforming that conduct Through practical research, theories about stress and its causes and effects, and insight from peers, this excellent resource offers suggestions for further inquiry in the field of college athletics and stress. Complete and thorough, Stress in College Athletics will provide you with the necessary tools to help you create a personal stress management system that will improve your well-being in and out of the athletic forum.
Author: Michael Brent Kondritz
Publisher:
ISBN:
Category : Characters and characteristics
Languages : en
Pages : 279
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The purpose of this study was to examine the relationship and difference between how NCAA Division I, team sport student-athletes perceive their own leadership behaviors and how their head coaches perceive the same student-athletes' leadership behaviors. In addition, further analysis examined perceptions between student-athletes and head coaches based on the student-athletes' gender and academic year in school. The study included 121 NCAA Division I, team sport student-athletes and their respective head coaches from two institutions in the Midwest. One of the institutions was a medium sized, four-year, co-educational private university and the second was a large sized, four-year, coeducational public university. The first research question examined the demographic profile of the collegiate student-athletes participating in this study. The second research question studied the relationship between how NCAA Division I student-athletes perceived themselves demonstrating the Five Practices of Exemplary Student Leadership (Kouzes & Posner, 2008; Kouzes & Posner, 2013; Kouzes & Posner, 2014) and their respective head coaches' perceptions of these behaviors. Using Pearson product-moment correlation, three significant relationships existed between student-athletes and their head coaches for Model the Way, Inspire a Shared Vision, and Enable Others to Act. The third research question undertook paired samples t-tests to investigate the difference between how NCAA Division I student-athletes perceived themselves as demonstrating the Five Practices of Exemplary Student Leadership (Kouzes & Posner, 2008; Kouzes & Posner, 2013; Kouzes & Posner, 2014) and how their respective head coaches perceived them demonstrating these behaviors. Paired samples t-tests revealed significant differences between student-athletes and head coaches for each practice, Model the Way, Inspire a Shared Vision, Challenge the Process, Enable Others to Act, and Encourage the Heart. The fourth research question explored the difference between how NCAA Division I female and NCAA Division I male student-athletes perceived themselves as demonstrating the Five Practices of Exemplary Student Leadership (Kouzes & Posner, 2008; Kouzes & Posner, 2013; Kouzes & Posner, 2014) and how their respective head coaches perceived them demonstrating these behaviors. The researcher used ANOVAs and paired samples t-tests to analyze the question. ANOVAs revealed statistically significant differences for the practices of Challenge the Process, Enable Others to Act, and Encourage the Heart. Paired samples t-tests revealed statistically significant differences for both genders with all Five Practices of Exemplary Student Leadership. The final question studied the difference between how NCAA Division I student athletes, by academic year in school, perceived themselves as demonstrating the Five Practices of Exemplary Student Leadership (Kouzes & Posner, 2008; Kouzes & Posner, 2013; Kouzes & Posner, 2014) and how their respective head coaches perceived them demonstrating these behaviors. Similar to the fourth question, the researcher used ANOVAs and paired samples t-tests to analyze the data. ANOVAs revealed seven significant differences for four of the practices, Model the Way, Challenge the Process, Enable Others to Act, and Encourage the Heart. In addition, paired samples t-tests showed differences in 18 out of a possible 20 cases involving academic year in school and The Five Practices of Exemplary Student Leadership. In conclusion, scores between student-athletes and coaches for Model the Way, Inspire a Shared Vision, and Enable Others to Act showed a small, positive relationship; therefore, as student-athletes' scores increased so did their head coaches' scores. ANOVAs revealed significant mean differences in scores between female student athletes and their respective head coaches to male student-athletes and their head coaches. For all five practices, paired samples t-tests showed that the difference between mean student-athletes scores and mean head coaches scores were significant and that gender was not a differentiator when comparing scores for the practices. The independent variable with the most influence was academic year in school. Six-of-the-seven significant findings revealed smaller mean differences in scores between the upper-level student-athletes and coaches compared to lower-level student-athletes and coaches. Finally, significant differences existed in 18 of 20 possible cases comparing the mean scores of student-athletes to their head coaches for the Five Practices of Exemplary Student Leadership when examining student-athlete academic year in school.
Author: Kelly Nicole Jordan
Publisher:
ISBN:
Category :
Languages : en
Pages : 21
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Keywords: academic success, college student athlete, NCAA Policy, Evaluation, Academic Support Program for Student Athlete.
Author: NCAA
Publisher:
ISBN: 9781495131752
Category :
Languages : en
Pages :
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Author: Hayleigh A. Hanson
Publisher:
ISBN:
Category :
Languages : en
Pages : 97
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ABSTRACT: Collegiate student-athletes have a multitude of stressors from academic coursework, managing relationships, as well as participating in a sport (Mann, Bryant, Johnstone, Ivey, & Sayers, 2016). According to the stressinjury framework by Andersen and Williams (1988), there is a relationship between increased stress and athletic injury. The present study was conducted to analyze perceived stress as a predictor of acute athletic injury in NCAA Division III student-athletes. Participants were male and female Division III collegiate basketball players and wrestlers (N = 29) between the ages of 18 – 25. The participants completed the Perceived Stress Scale-10 (PSS- 10) three times throughout one sport season (beginning, middle, end) with approximately 30 days in between. Acute athletic injuries were recorded throughout the sport season for each athlete and assessed at the end of each data collection time period. Three binary logistic regressions were used for analysis. For all three data collection time periods, perceived stress was not a significant predictor of acute athletic injury (p > .05). Though the findings in the study did not support perceived stress, measured by the PSS-10, as a predictor of acute athletic injury, other instruments may be used to better capture aspects of the stress-injury framework (Andersen & Williams, 1988) in the student-athlete population.
