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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: 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: Samantha Gormley
Publisher:
ISBN:
Category : Communication style
Languages : en
Pages : 111
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Book Description
This study identified the relationship between the self-perceptions of male head coaches of Division 1 female collegiate teams and the perceptions of female athletes in relation to the head coach's communication style.
Author: Michael Brent Kondritz
Publisher:
ISBN:
Category : Characters and characteristics
Languages : en
Pages : 279
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Book Description
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: 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: Samantha J. Gormley
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Author: Lori L. Rittenhouse
Publisher:
ISBN:
Category : Coaches (Athletics)
Languages : en
Pages : 144
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Book Description
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
Author: Stephen E. Posner
Publisher:
ISBN:
Category : Athletes
Languages : en
Pages : 184
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Book Description
Author: Donovan Avony Smalls II
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 344
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Book Description
The purpose of this qualitative grounded theory was to explore what Division II collegiate basketball coaches understand a balanced academic, social, and athletic student-athlete experience to be, factors that support and hinder collegiate basketball coaches when implementing a balanced student-athlete experience, and how Division II collegiate basketball coaches respond to positive and negative factors influencing their athletic program to best support holistic student-athlete development. This research study took place in the southeast region of the United States of America. Six collegiate basketball coaches were interviewed to understand how the values of their coaching philosophy influenced their decision making when leading a Division II basketball program within the guiding principles of the National Collegiate Athletic Association's Collegiate Model of Athletics. According to the National Collegiate Athletic Association, the Collegiate Model of Athletics mandates that each of its associated members provide a balanced academic, social, and athletic student-athlete experience. Three streams of literature pertaining to coaching philosophy, competition, and mental toughness served as a foundation for the research study. Data were collected through observations, one-on-one interviews, focus group interviews, and artifact collection to understand participant perceptions regarding the purpose of the research study. Several findings emerged based on outcomes that developed from the central research question and three sub-research questions. These findings consisted of the following grounded theories: Basketball is a tool to teach life lessons, Support systems promote holistic student-athlete development, Negative influences hinder holistic student-athlete development, and Team culture creates guiding principles. An integrated grounded theory emerged in this research study based on the four grounded theories associated with each research question. The integrated grounded theory was, A holistic development coaching approach is needed to provide a balanced academic, social, and athletic student-athlete experience. This integrated grounded theory warranted implications for coaching practices which suggest that collegiate basketball coaches should view their coaching responsibility as a multifaceted leadership role focused on the holistic well-being and overall development of student-athletes. Recommendations that emerged from this research study include strategies for optimizing the academic, social, and athletic student-athlete experience through coaching practices, future research, and coaching policy.
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
