An Analysis Of Student Athlete Perceptions Of Athletic Academic And Developmental Opportunities At Texas A M University
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An Analysis Of Student Athlete Perceptions Of Athletic Academic And Developmental Opportunities At Texas A M University
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Author : John Henry Thornton
language : en
Publisher:
Release Date : 1997
An Analysis Of Student Athlete Perceptions Of Athletic Academic And Developmental Opportunities At Texas A M University written by John Henry Thornton and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1997 with categories.
Student Athletes Perceptions Of Psychosocial Development Through Intercollegiate Athletic Participation
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Author : Patricia Sharron Miller
language : en
Publisher:
Release Date : 2000
Student Athletes Perceptions Of Psychosocial Development Through Intercollegiate Athletic Participation written by Patricia Sharron Miller and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2000 with categories.
Researchers and administrators have investigated the educational and developmental outcomes of participation in college and university sport for over 80 years (Curtis & McTeer, 1990). Unfortunately, empirical results are negligible, even contradictory. Some findings support the educational and developmental value of university sport (Curtis & McTeer, 1990; Henschen & Fry, 1984; Pascarella & Smart, 1991; Ryan, 1989), others oppose it (Adler & Adler, 1985, 1987, 1991; Blinde, 1989; Danylchuk, 1995; Eitzen & Purdy, 1986; Leonard, 1986; Martens, 1985). The purpose of the current study was to explore the psychosocial development of Canadian student-athletes across university using a qualitative methodology. Multiple in-depth interviews were conducted with eight male and female university athletes. Inductive analysis following procedures outlined by Côté, Salmela and Russell (1995) was conducted and revealed two higher order categories, developmental processes and developmental outcomes. Developmental processes described the change and interrelationships between three major spheres in the lives of the participants: the athletic, academic and social spheres. Developmental outcomes reflected the participants' progress or lack thereof on a range of age-appropriate developmental challenges. Both are reviewed in relation to the educational and developmental literature related to intercollegiate athletics. Implications for youth sport in Canada are discussed.
Student Athletes Perceptions Of Their Academic And Athletic Roles
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Author : Michelle L. Mahoney
language : en
Publisher:
Release Date : 2011
Student Athletes Perceptions Of Their Academic And Athletic Roles written by Michelle L. Mahoney and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2011 with College athletes categories.
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.].
The Identification Of Key Factors Student Athletes Perceived To Be Important To The College Student Athlete Retention Process
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Author : Christina A. Rivera
language : en
Publisher:
Release Date : 2004
The Identification Of Key Factors Student Athletes Perceived To Be Important To The College Student Athlete Retention Process written by Christina A. Rivera and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2004 with College athletes categories.
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.
Student Athlete Perception On A College Campus
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Author : Michael McHugh
language : en
Publisher:
Release Date : 2011
Student Athlete Perception On A College Campus written by Michael McHugh and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2011 with Academic achievement categories.
Negative attitudes regarding a student-athlete's academic ability exist in the collegiate environment in the form of the "dumb jock" stereotype (Baucom & Lantz, 2001; Bosworth, Fujita, Jensen, & Simons, 2007; Sailes, 1993; McHugh Engstrom & Sedlacek, 1991). These attitudes and stereotypical images hinder a student-athlete's academic achievement (Chomitz, Dawson, Slining, McGowan, & Mitchelll, 2009; Aries, Benaji, McCarthy, & Salovey, 2004; Morphew, Toma, & Wolf-Wendel, 2001). The author conducted a study at a public, NCAA Division II university whose student-athletes had a proven and publicized history of academic success. The study examined if perceptions of collegiate student-athletes were congruent with those negative feelings towards the group identified in the research. The setting was selected because of the university's unique history of proven levels of academic success within the student-athlete population. Results found that a positive perception felt by the student-athletes from the campus community was congruent with the high level of student athletes' academic achievement.
Student Athletes Perceptions Of Academic Support Programs At Division I Institutions
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Author : Jason Allen Sievers
language : en
Publisher:
Release Date : 2008
Student Athletes Perceptions Of Academic Support Programs At Division I Institutions written by Jason Allen Sievers and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2008 with College athletes categories.
Beyond Beliefs
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Author : Ronald A. II Moses
language : en
Publisher:
Release Date : 2019
Beyond Beliefs written by Ronald A. II Moses and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2019 with categories.
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.
Career Transitions In Sport
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Author : David Lavallee
language : en
Publisher:
Release Date : 2000
Career Transitions In Sport written by David Lavallee and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2000 with Biography & Autobiography categories.
This book was written for sport psychologists and other practitioners who are concerned with the well-being of athletes who are facing the difficult transition from a sports career and the regret anxiety and identity loss that can accompany retirement. This is a groundbreaking collaboration by international scholars providing an overview of empirical theoretical and applied perspectives on sports career transitions.
Academic Programs And Services That Affect Student Athlete Success
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Author : Cheryl Rebecca Rode
language : en
Publisher:
Release Date : 2010
Academic Programs And Services That Affect Student Athlete Success written by Cheryl Rebecca Rode and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2010 with categories.
Academic programs for student athletes are an integral part of collegiate athletic programs across the country. The Summer Bridge Program at Texas A & M University is a transition program for student athletes that are beginning their first year of college. The program allows student athletes to begin their college career in the summer immediately following graduation and take a few courses and learn study and time management skills. The purpose of this study was to determine if transition programs were effective in helping student athletes succeed academically while in college. Chickering's Theory of Identity Development and literature on learning communities formed the framework of the study. Learning communities and transition programs are becoming popular programs at colleges and universities to help all student transition to college and succeed academically. Also, there was much literature regarding the Academic Progress Rate and the 40/60/80 rule which determines the amount of degree plan that must be completed at the end of the sophomore, junior and senior year of college created by the NCAA. These rules are a driving force for academic centers to provide services for the academic success of student athletes. Data were collected both quantitatively and qualitatively with cumulative grade point ratios (GPR's) of the student athletes and interviews were conducted with a small number of student athletes in select sports. After the GPR data was analyzed, the student athletes that participated in the program had lower GPR's than those that did not participate. The qualitative data from the interviews provided positive statements and feelings toward the Summer Bridge Program. Additional research is needed since the area of transition programs for collegiate athletics has not been extensively investigated.
Do You See What I See
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Author : Lauren Le Kirby
language : en
Publisher:
Release Date : 2017
Do You See What I See written by Lauren Le Kirby and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017 with Academic achievement categories.
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.
