The Perceived Gender Differences of Head Coaches by Male and Female Student-athletes of a NCAA Division II University PDF Download
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Author: Lori L. Rittenhouse
Publisher:
ISBN:
Category : Coaches (Athletics)
Languages : en
Pages : 144
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Author: Lori L. Rittenhouse
Publisher:
ISBN:
Category : Coaches (Athletics)
Languages : en
Pages : 144
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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: Victoria Ashley Kolbinger
Publisher:
ISBN:
Category : Coach-athlete relationships
Languages : en
Pages : 0
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Book Description
In this study, experiences, perceptions, and attitudes of college athletes are explored to determine their preferences in the gender of head coaches.
Author: Sara L. Anderson
Publisher:
ISBN:
Category : College athletes
Languages : en
Pages : 120
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Book Description
Introduction. Intercollegiate athletics in the United States has provided students with the opportunity to combine sports participation with academic goals as part of the overall campus experience. Previous research indicated university faculty members and students have less positive perceptions of student-athletes in situations related to education. Purpose. The purpose of this study was to examine faculty perceptions of male and female students and male and female students-athletes at an NCAA Division II institution. Results.There was no significant interaction between gender and athletics participation in each of the 10 situational scales. A significant main effect of gender was found in the situation of receiving a full scholarship to attend the university, F (1,41)=0.955,p
Author: John M. Silva
Publisher: Benjamin-Cummings Publishing Company
ISBN:
Category : Education
Languages : en
Pages : 584
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Book Description
Twenty-five specialists from the field of sports psychology contribute 26 chapters to this text for undergraduate students in sport psychology courses, which may also appeal to graduate students and fellow professionals in the field. The text combines information from both basic and applied sources, from sport psychology and psychology. Coverage includes the evolution of sport psychology, personality and performance, motivation and sport, emotion and sport performance, intervention and performance enhancement, group dynamics, aggression in sport, gender issues in sport, psychological aspects of coaching, and psychological aspects of youth sport. Annotation copyrighted by Book News, Inc., Portland, OR.
Author: Jana Thomas Spitzer
Publisher:
ISBN:
Category : College athletes
Languages : en
Pages : 139
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Previous research has indicated that faculty hold negative perceptions toward male student-athletes. Studies have shown that faculty perceptions are most negative when the student-athlete competed at an NCAA Division I institution, in a high-profile sport, and was non-White. What remained unknown was the role of gender in understanding faculty perceptions of student-athletes. The current study considered this gap in the literature and determined if the gender of the student-athlete, the gender of the faculty member, or other characteristics of the faculty member influenced perceptions of male or female student-athletes. The study utilized the Situational Attitudes Scale (SAS) to compare faculty reactions to ten different scenarios involving male student-athletes, female student-athletes, and students from the general student population. The responses from 282 faculty at one NCAA Division I institution were analyzed. Faculty were found to hold more negative perceptions of male student-athletes than either female student-athletes or students in the general population in nine of the ten scenarios posed, although the difference in perception was only found to be statistically significant in eight of the ten situations. Whereas faculty perceptions of male student-athletes were always the most negative of the three groups, faculty perceptions of female student-athletes differed depending on context. Faculty were found to hold more negative perceptions of female student-athletes than students in the general population in certain situations, primarily situations that involved preferential financial or admissions decisions by the institution which targeted female student-athletes. However, faculty were found to hold more favorable perceptions of female student-athletes than students in the general population in other situations, particularly situations related to academics such as when the student has a lower semester GPA or misses a class. The gender of the faculty member was not found to have a significant impact on faculty perceptions of student-athletes. While some other characteristics of the faculty member, specifically academic rank, field of instruction, previous participation in collegiate athletics, and previous experience teaching male student-athletes, were found to be significant in a few specific scenarios, the faculty member’s race, and previous experience teaching female student-athletes were found to have no significant impact of faculty perceptions.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 734
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Author: Rachel M. Madsen
Publisher:
ISBN:
Category :
Languages : en
Pages : 486
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Author: Bryce Newel
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 158
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Author: Justin Rodkey
Publisher:
ISBN:
Category : Coaches (Athletics)
Languages : en
Pages : 276
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Book Description
Title IX of the Education Amendments of 1972 is a federal law that prohibits sex discrimination in education (The United States Department of Justice, n.d.). Although Title IX was enacted over 45 years ago, college athletic departments remain non-compliant with the law (U.S. Department of Education, Office for Civil Rights, 2016; Women's Law Project, 2014), suggesting a need for research regarding barriers to compliance. A central piece in the Title IX enforcement mechanism is engagement on the part of constituencies who are affected by the law. In effect, the accountability mechanism to ensure Title IX compliance rests with those who are educated about its requirements. Within athletic departments, those constituencies include coaches, administrators, staff members, and athletes. This paper provides an overview of the literature that documents knowledge deficiencies among those constituencies (Staurowsky & Weight, 2013; Weight & Staurowsky, 2014; Staurowsky, Zonder, & Reimer, 2017) as well as the lack of Title IX compliance, proportionality gaps, and ongoing litigations among Division II institutions (U.S. Department of Education, Office for Civil Rights, 2012, 2014, 2015a, 2016; Women's Law Project, 2014, 2017). The purpose of this non-experimental, quantitative, cross-sectional survey research was to examine the levels of knowledge and perceptions among Division II athletic administrators, staff, and coaches regarding Title IX standards at their institution. More specifically, this study sought to gain a more in-depth understanding of overall knowledge and perceptions among Division II participants, as well as, determine if any differences existed between the respondents based on gender, position, and team coached. This study found that, on average, participants' knowledge ranged from 0 to 6 with a mean of 3.04 (SD = 1.64). In addition, this study revealed that the main effect of position was statistically significant; (F(2, 124)=6.99, p.001), while the main effect of gender on knowledge, and the interaction effect between position and gender on knowledge were not statistically significant (p.05). Further, it was discovered that the main effect for coach by team gender was not statistically different between groups (p>.05). Regarding perceptions, participants' perceptions were similar when looking at Overall Perceptions, Opportunities for Participation & Scholarship, Benefits and Services, Awareness and Understanding. This study found the main effect of gender and the interaction effect between position and gender was not statistically significant (p.05) for all categories. In comparison, this research discovered the main effect of position was statistically significant for overall perceptions (F(2, 124)=3.290, p.05); benefits and services (F(2, 124)=4.111, p
