Download or read book The Relationship Between Student athletes Perceptions of Athletic Academic Advising Programs and the Attitudes of Their Respective Coaches written by Laure L. Kosey and published by . This book was released on 2004 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Academic Services for College Athletes at Division II and III Institutions written by Alyssa A. Frezza and published by . This book was released on 2016 with total page 324 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although very few college athletes ever enter the professional world of athletics, they remain more focused on their athletic performance than on their academic achievement (Comeaux, 2013; Lawrence, Ott, & Hendricks, 2009; Ridpath, 2010). College athletes who attend Division I, II, and III institutions receive numerous resources to succeed academically, including academic advisement, tutoring, and early class enrollments (Burns, Jasinski, Dunn & Fletcher, 2013; Carodine, Almond, & Gratto, 2001; Kelo, 2005; Ridpath, 2010). These resources cannot, however, offset criticism regarding their continued poor academic performance (Feinberg, 2009). The following research questions guided this study: 1. Are there differences in which academic services are most commonly offered with respect to Division status? 2. What is the relationship between academic support services and the following demographic variables: institution type (public vs. private), Division (I, II or III), years of advising experience and gender? 3. How do academic advisors perceive the academic advising process for Division II and III college athletes? This multiphase, sequential, mixed methods study (qualitatively dominant) included academic advisors from Division I, II and III institutions, drawn from two national associations (N4A and NACADA). Phase I consisted of N=2 elite informant interviews; Phase II administered a survey questionnaire with N=165; Phase III consisted of N=7 semi-structured interviews purposefully selected from Phase II. Phase IV administered a reflective questionnaire (N=9). Boyatzis’ (1998) thematic analysis approach was applied to Phases I, III, and IV data. The researcher utilized SPSS to conduct descriptive statistics, t-tests, and one-way analysis of variance followed by Scheffe’ post-hoc tests for Phase II. Statistically significant relationships were found between academic advisors and student athlete relationships and by institution type, number of academic services offered by division, and in the offering of Special Academic Orientation Programs. No statistically significant findings were round between mails and females. Qualitative results generated four themes: a) resources and partnerships, 2) central hub of communication, 3) teaching skills for success and 4) accountability. Connected findings suggest that advisors empower and support advisees in numerous ways. This study may inform institutions to better serve college athletes with academic advising and support services
Download or read book The Leadership Perceptions of Collegiate Student athletes and Their Coaches written by Michael Brent Kondritz and published by . This book was released on 2019 with total page 279 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Student athletes Perception of Coaches Emphasis on Academics and Athletics written by Kevin G. Ploeger and published by . This book was released on 1999 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Student athletes Perceptions of Academic Support Programs at Division I Institutions written by Jason Allen Sievers and published by . This book was released on 2008 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Parallel Pursuit Model of Athletic academic Advisement written by Mari Beth Merrick and published by . This book was released on 1987 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt: The focus of this project was on the dilemma that student-athletes face when they enter college. Various demands, stresses, and pressures from coaches, professors, family, administrators, and even other students are encountered. A proposed solution was an enhanced athletic-academic advisement program. A model was proposed and data were collected from NCAA Division I, II, and III student-athletes, coaches/assistant coaches, athletic directors, and academic advisors to corroborate various aspects of the model. Two hundred eighty-five questionnaires, examining the areas of academic and athletic achievement problems and strategies, were mailed to the various populations. There were a total of 77 responses, which composed a response rate of 27%. There were no responses in the Division I student-athlete group due to the fact that permission was not given by any Division I athletic director to administer questionnaires to their student-athletes. Results showed that not only are improvements in athletic-academic advisement needed, but also support for such improvements on programs exists. Student-athletes were only moderately satisfied with their academic advisement programs and showed interest in obtaining sport psychological skill training as well. All groups felt that student-athletes needed help with time management skills. It was concluded that research on the implementation of this model is needed to benefit the athletic and academic achievement of student-athletes.
Download or read book Male and Female Athletes Perceptions of Their Coaches Communication written by Leanna Hartsough and published by . This book was released on 2017 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explores social exchange theory in relationships between college coaches and athletes. There are positive and negative aspects of athletes' perceptions of their coaches' recruitment styles, communication competence, ability to motivate, support, and leadership styles. Past studies have looked into student-athletes' perceptions of their coaches' communication and relationship with their student-athletes. This study builds on this research by exploring student-athlete alumni perceptions of their coaches. As a previous student-athlete alumna on the track and field team at Youngstown State University, I encountered a variety of experiences with multiple coaches. I interviewed seven men and seven women alumni who were members of the Youngstown State University Track and Field team. I used three demographic questions, 26 nonverbal immediacy scale-observer questions (Richmond, McCroskey, & Johnson, 2003), and five open ended questions to apply the social exchange theory to athletes' perceptions of their coaches' communication competence, motivation, support, and leadership styles. Results also indicate a difference between men's and women's perception of their coaches. Women's primary factors included support combined with trust from coaches. Men mainly looked at their individual performance, injuries, and financial aid to figure out whether they wanted to be on the team or not. This study indicates that athletes are satisfied when their coaches treat athletes like friends and treat each individual athlete with care.
Download or read book Do You See what I See written by Lauren Le Kirby and published by . This book was released on 2017 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt: The current study explores how academic success is defined and socially constructed between athletic academic support professionals and at-risk student-athletes. There continues to be an increase in academic support services provided to student-athletes, including learning specialists, academic advisors, and academic buildings (Wolverton, 2008). Although a significant relationship between support services and academic output of student-athletes has been found (Hollis, 2002; Ridpath, 2010), the relational and communicative dynamics of these groups have not been fully explored. Using qualitative methods, one-on-one interviews were conducted with participants, and grounded theory and thematic analysis were employed to identify overarching themes for the research questions. Academic advisors identified academic achievement and personal development as academic success. Learning specialists identified academic success as maximizing individual potential. Student-athletes identified meeting grade-based standards and work ethic resulting in reaching personal goals as academic success for themselves. Student-athletes also perceived that their advisor would identify eligibility and effort as academic success, and that their learning specialist would view academic success as building academic skills and work ethic. In addition, overarching themes were found to explain how success is socially constructed among these groups. Academic advisors used communication and instrumental support, while learning specialists created accountability through problem solving and aided in socio-emotional development. Student-athletes identified that their advisor provided information and acted as a safety net, while their learning specialist facilitated academic success and helped them develop socio-emotionally. This study adds to research on the professional roles of learning specialists and advisors, explores at-risk student-athletes' experiences with academic support staff, and identifies how the communication and relational dynamics between these groups may be improved.
Download or read book An Exploration of Student Athletes Perception on the Athletic Trainer coach Relationship written by and published by . This book was released on 2020 with total page 69 pages. Available in PDF, EPUB and Kindle. Book excerpt: The goal of this study was to explore how the athletic trainer and coach relationship impacts the social support provided to Division I intercollegiate student--athletes. Through a qualitative-case study design, eleven participants were recruited and interviewed for the study. Criterion for inclusion included all NCAA sports at the university. This included males and females in various years of school and sport. After the completion of data analysis, four main themes were developed. These themes included social support, positive impact, negative impact, and unforeseen findings. Seven of the eleven student--athletes reported feeling that there was a direct relationship between the athletic trainer and coach and the social support received. This filled the gap in the literature and provided a basis for future research. The findings show how a positive communicative relationship allows for student--athletes to not only receive more social support but to create more enjoyable experiences. The research highlighted the importance of social support in the lives of student--athletes as it influenced both physical and mental well-being. Athletic departments should understand the impact the athletic trainer and coach relationship has not only on student--athletes but the dynamic of an athletic team or department. Future considerations should include prioritizing effective communication and making social support a topic of discussion within athletics.
Download or read book On the Field and Outside the Lines written by Elaine J. Dispo and published by . This book was released on 2015 with total page 574 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book NCAA Division I Student athletes Perceptions of how the Coach athlete Relationship Influences Student athlete Resilience written by Sara Marie Erdner and published by . This book was released on 2018 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Differences in the Opinions and Attitudes of Student Athletes Relative to Expenditures for Intercollegiate Athletic Support Services Social Athletic and Academic written by and published by . This book was released on 2008 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Athletic programs within Division I-A universities and colleges have maintained a unique relationship with both the NCAA and their governing academic institutions. Resources in support of academic, social, and athletic services for student athletes vary across the country for Division-I collegiate athletes. The purpose of this study was to assess the attitudes and opinions of student athletes concerning academic, athletic, and social services provided to them at numerous Division-I athletic programs. Student athletes have not been assessed through a questionnaire concerning their own perceptions and opinions of the specific services (athletic, academic, and social) provided to them at their designated university. Is there a relationship between the attitudes and opinions of student athletes on academic, athletic, and social services and the amount of money spent per student athlete at their Division-I institutions? Four Division-I universities were viewed, individually, according to the athletic academic budget designated for each scholarship student athlete. As a result of the findings, the following summary and conclusions were drawn regarding student athletesâ attitudes and opinions toward athletic academic services provided at their designated university. The researcher concluded that overall gaps between expectations and experiences do exist at all target universities. There is a realistic value in identifying expectation-experience gaps at individual universities as a means for internal evaluation and potential improvement for services provided to student athletes. Identification of areas in need of change or improvement would be the first step toward creating a more holistic environment for the student athletes at each targeted university.
Download or read book Student athletes Perceptions of Their Academic and Athletic Roles written by Michelle L. Mahoney and published by . This book was released on 2011 with total page 422 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student-athletes' academic and athletic roles both require commitment, time, energy, and effort. Managing and balancing these multiple roles not only impacts student-athletes' use of time, but also their overall college experience. The purpose of this study was to explore how collegiate student-athletes perceive their academic and athletic roles. This study gives voice to student-athletes' perceptions of their multiple roles, provides insight on how they navigate these roles, and examines the intersections between athletic role, academic motivation, choice of major, and career decision-making processes. Qualitative interviews were conducted employing the constant comparative analytic method as a means to gain a meaningful understanding of how student-athletes perceive and experience their multiple roles. The study sample contained 18 (eight female and 10 male) student-athletes at Sunny Hills University (shu), a large 4-year public university in Southern California. A purposeful sample technique was employed resulting in participants being either sophomore, junior, or seniors on the following shu teams: Baseball, Men's Basketball, Women's Basketball, Men's Golf, Women's Golf, Men's Outdoor Track, and Women's Outdoor Track. Five overarching themes emerged from the data regarding how student-athletes perceive their academic and athletic roles: (1) Two interconnected roles; (2) Part of an elite group; (3) Athletic role is more reinforced than academic role; (4) Sensitivity to stereotypes; and (5) Career decisions: a backseat to athletics. Implications for developing a theoretical or conceptual understanding of how Role Theory and in particular role conflict, affects student-athlete and how participants' viewed their academic and athletic roles as interconnected are also highlighted. Recommendations are provided for the ncaa, academic counselors, Athletic Departments, coaches, and faculty members with the goal of encouraging these different constituencies to understand areas where their behaviors could change in order to assist student-athletes with managing the multiple responsibilities, demands, and expectations of their role. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].
Download or read book Character Development and Intercollegiate Athletics written by Earnest Marcellus Fingers and published by . This book was released on 2005 with total page 388 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Athletic academic Spectrum in U S Higher Education and the Lived Experience of Student Athlete Advisors written by Shaun E. McAlmont and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: College athletics is a complex, revenue generating industry within the United States higher education system. This commercialized segment of education generated 9 billion dollars of income in 2015 from the efforts of 482,533 student athletes (Gains, 2016; NCAA, 2015). This system creates a unique spectrum characterized on one end by the insatiable desire for winning led by coaches, athletic departments, and alumni, resulting in athletic isolation to protect the 'athlete investment.' On the other end of the spectrum is the pursuit of a degree, academic success, and career development guided by faculty and an institution's academic mission and reputation to protect the 'student investment.' Student athletes are caught between the strong pull of these two opposing pressures which requires advising to assist them in navigating this complex environment and calls for current research to better understand the student athlete advisor role, its evolution, and related impact on student athletes within this academic-athletic spectrum. Qualitative research methods explored the lived experiences of 32 athletic academic advisors from mid-sized Division I NCAA institutions. Semi-structured interviews conducted over a two-month period explored how their role, experience, and approach influence student athletes. The study drew eight primary findings and analyzed them within three original research questions that covered: (a) the evolution of student athlete advising in higher education; (b) how student athletes engage in the broader university; and (c) the range of advising from simply maintaining athletic eligibility to optimizing academic engagement. The findings of this study illustrate the lived experiences of athletic academic advisors and unveils a mentorship role that exceeds academic advising. The findings also highlight the increasing numbers of advisors, their backgrounds, challenges, and the evolving role of student athlete advising along the athletic-academic spectrum. The results of this study can help guide institutional leaders in structuring advising and other support systems to benefit the academic and career prospects for student athletes.
Download or read book Beyond Beliefs written by Ronald A. II Moses and published by . This book was released on 2019 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation will examine athletic academic advisors' professional beliefs regarding academic challenges and preferred advising style for supporting the retention and matriculation of Black male student-athletes. Drawing on the key principles of intersectionality as a conceptual framework, I hypothesize that athletic academic advisors with shared social identities and similar past experiences will have also have similar perceptions of which advising style is best wen working with Black male student-athletes. A survey will be distributed to athletic academic advisors' professional listservs and social media groups. Multinomial logistic regression test will be used to analyze multiple choice scale items, while open-ended items will be qualitatively coded. One goal is to help determine if differences in perception correspond to social groupings such as race, socioeconomic status or gender. These groupings are popular variables in research on athletic academic advising and athletic center cultures. A second goal is to explore if perceptions correspond to other, less studied group memberships such as political affiliation and athletic identity. A better understanding of athletic academic advisors' identity and perceptions will be useful when developing practices to improve academic outcomes for Black male student-athletes.
Download or read book Female Athletes and Their Coaches written by Peggy Jo Hoover and published by . This book was released on 1985 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The general problem of this study was to compare perceptions of the coach in the ideal coach/athlete relationship, as expressed by collegiate female basketball players and their coaches. Further analysis was completed comparing: (1) freshmen and seniors' perceptions, (2) the coaches' years of coaching experience and its effect upon the coaches' perceptions, and (3) perceptions of participants in the National Collegiate Athletic Association compared to those in the National Association of Intercollegiate Athletics. Institutions from Idaho, Oregon, and Washington which had four year intercollegiate womens' basketball programs were considered for participation. Participants included 107 athletes and 30 coaches. Perceptions were measured by the administration of a questionnaire using the Semantic Differential Technique. Data were analyzed for statistically significant differences by the use of a "t'' test. Statistically significant differences were found concerning coaches' and athletes' perceptions of the coach in the ideal coach/athlete relationship. Findings and conclusions were discussed along with reconmendations for future studies concerning the coach/athlete relationship"--Document.
