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Journal articles on the topic 'Athlete Alumni'
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Walker, Ben, Joey Mehlhorn, Sandy Mehlhorn, Rachna Tewari, and Philip Smartt. "Student Perceptions of the Importance of Athletic Teams in Creating Soft Skills: The Case of Rodeo." Business and Economic Research 8, no. 4 (2018): 52. http://dx.doi.org/10.5296/ber.v8i4.13678.
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Being a collegiate student athlete is known to be more difficult and hindering on grade point averages then being the typical full-time student. However, it is also thought that being a part of a team can help improve communication skills and thus, assist in receiving a job or simply be more organized in life’s day to day activities. This study surveyed alumni and current members of the University of Tennessee at Martin Rodeo Team on their views of how being a student athlete affected their college experience. In this survey, 77 participants were asked questions about the social, academic, and athletic views on being a student athlete at the University of Tennessee at Martin. Another extension to this survey is to show the positive and/or negative effects athletic teams bring a university. This survey questioned athletes on why they chose the university and if they if they perceived being part of the team helped them succeed in future careers. The study gave insight on how student athletes experience college and how universities can help improve the student athlete experience. The study revealed that rodeo had a positive impact on student time management skills and ability to work with others. Results show that a majority of survey participants had a positive and valuable experience being a student athlete at the University of Tennessee at Martin.
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McCarthy, Claudine. "Increase student-athlete success by establishing effective partnerships with alumni." College Athletics and the Law 12, no. 1 (2015): 12. http://dx.doi.org/10.1002/catl.30069.
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Shapiro, Stephen L., Chrysostomos Giannoulakis, Joris Drayer, and Chien-Hsin Wang. "An examination of athletic alumni giving behavior: Development of the Former Student-Athlete Donor Constraint Scale." Sport Management Review 13, no. 3 (2010): 283–95. http://dx.doi.org/10.1016/j.smr.2009.12.001.
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Brooks, Kelly, David Szymanski, and Phillip Bishoop. "Five-year Follow-up: Physical Activity, Daily Limitations, And Body Weight Change In Former Athletes Vs. Non-athlete Alumni." Medicine & Science in Sports & Exercise 42 (May 2010): 475. http://dx.doi.org/10.1249/01.mss.0000385058.79254.bb.
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O'Neil, Julie, and Marisa Schenke. "An examination of factors impacting athlete alumni donations to their alma mater: a case study of a U.S. university." International Journal of Nonprofit and Voluntary Sector Marketing 12, no. 1 (2007): 59–74. http://dx.doi.org/10.1002/nvsm.274.
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Sorenson, Shawn C., Russell Romano, Robin M. Scholefield, et al. "Holistic Life-Span Health Outcomes Among Elite Intercollegiate Student–Athletes." Journal of Athletic Training 49, no. 5 (2014): 684–95. http://dx.doi.org/10.4085/1062-6050-49.3.18.
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Context: Competitive sports are recognized as having unique health benefits and risks, and the effect of sports on life-span health among elite athletes has received increasing attention. However, supporting scientific data are sparse and do not represent modern athletes. Objective: To assess holistic life-span health and health-related quality-of-life (HRQL) among current and former National Collegiate Athletic Association student–athletes (SAs). Design: Cross-sectional study. Setting: A large Division I university. Patients or Other Participants: Population-based sample of 496 university students and alumni (age 17–84 years), including SAs and an age-matched and sex-matched nonathlete (NA) control group. Main Outcome Measure(s): Participants completed anonymous, self-report questionnaires. We measured the Short-Form 12 (SF-12) physical and mental component HRQL scores and cumulative lifetime experience and relative risk of treatment for joint, cardiopulmonary, and psychosocial health concerns. Results: Older alumni (age 43+ years) SAs reported greater joint health concerns than NAs (larger joint summary scores; P = .04; Cohen d = 0.69; probability of clinically important difference [pCID] = 77%; treatment odds ratio [OR] = 14.0, 95% confidence interval [CI] = 1.6, 126). Joint health for current and younger alumni SAs was similar to that for NAs. Older alumni reported greater cardiopulmonary health concerns than younger alumni (summary score P < .001; d = 1.05; pCID = 85%; OR = 5.8, 95% CI = 2.0, 16) and current students (P < .001; d = 2.25; pCID >99.5%; OR = 7.1, 95% CI = 3.3, 15), but the risk was similar for SAs and NAs. Current SAs demonstrated evidence of better psychosocial health (summary score P = .006; d = −0.52; pCID = 40%) and mental component HRQL (P = .008; d = 0.50; pCID = 48%) versus NAs but similar psychosocial treatment odds (OR = 0.87, 95% CI = 0.39, 1.9). Psychosocial health and mental component HRQL were similar between alumni SAs and NAs. No differences were observed between SAs and NAs in physical component HRQL. Conclusions: The SAs demonstrated significant, clinically meaningful evidence of greater joint health concerns later in life, comparable cardiopulmonary health, and differences in life-span psychosocial health and HRQL profiles compared with NAs. These data provide timely evidence regarding a compelling public issue and highlight the need for further study of life-span health among modern athletes.
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Kahn, Lawrence M. "Markets: Cartel Behavior and Amateurism in College Sports." Journal of Economic Perspectives 21, no. 1 (2007): 209–26. http://dx.doi.org/10.1257/jep.21.1.209.
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This paper studies intercollegiate athletics in the context of the theory of cartels. Some point to the explicit attempts by the National Collegiate Athletic Association (NCAA) to restrict output and payments for factors of production as evidence of cartel behavior. Others argue that such limits enhance product quality by preserving amateurism. I find that the NCAA's compensation limits on athletes lead to high levels of rents from the entertainment revenues produced by the athletes, a finding consistent with the cartel interpretation. The athletes producing these rents are disproportionately African-American, while the beneficiaries are primarily white. The rents are typically spent on facilities, nonrevenue sports, and, possibly, head coaches' salaries. Big-time football and men's basketball programs earn accounting profits, although the athletic departments in which they reside make accounting losses on average. However, there is some evidence, albeit not unanimous, that sports generate alumni contributions, state appropriations, and additional student applications. But, arms race considerations suggest that there may be some societal gains to the aggregate limitation of spending on college athletics.
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Putler, Daniel S., and Richard A. Wolfe. "Perceptions of Intercollegiate Athletic Programs: Priorities and Tradeoffs." Sociology of Sport Journal 16, no. 4 (1999): 301–25. http://dx.doi.org/10.1123/ssj.16.4.301.
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Considerable controversy exists concerning university athletics. Depending upon one’s perspective, athletic programs are seen as having important positive, or negative, effects on universities. The objective of the research reported here is to determine whether perceptions of intercollegiate athletic programs differ as a function of issues such as winning, profits, ethics, and the education of athletes. Our analyses indicate that: (a) ethics and winning, and education and revenue, tend to be competing athletic program priorities; (b) individuals cluster in four groups that emphasize athletic program revenue, winning, education, and ethics; and (c) the extent to which cluster membership is related to constituency group (e.g., alumni, students, faculty) membership depends on the constituency group being considered. The paper concludes with a discussion of the implications of our findings for both theory and practice.
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Simon, Janet E., and Carrie L. Docherty. "The Impact of Previous Athletic Experience on Current Physical Fitness in Former Collegiate Athletes and Noncollegiate Athletes." Sports Health: A Multidisciplinary Approach 9, no. 5 (2017): 462–68. http://dx.doi.org/10.1177/1941738117705311.
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Background: Physical activity performed at moderate intensity is associated with reduced risk of mortality, cardiovascular disease, hypertension, and some types of cancers. However, vigorous physical activity during participation in college athletics may increase the risk of injury, which might limit future physical activity levels. Purpose: To evaluate differences in current physical fitness levels between former Division I athletes and noncollegiate athletes. Study Design: Cross-sectional study. Level of Evidence: Level 3. Methods: The sample was recruited from a large midwestern university alumni database and consisted of 2 cohorts: (1) former Division I athletes (n = 100; mean age, 53.1 ± 7.4 years) and (2) nonathletes who were active in college (n = 100; age, 51.4 ± 7.3 years). Individuals answered a demographics questionnaire and completed a physical fitness assessment consisting of 7 measures: percent body fat, 1-mile walk, sit-to-stand test, push-up, half sit-up test, sit and reach test, and back scratch test. Results: Performance was significantly worse for former Division I athletes compared with nonathletes for percent body fat (mean difference, 7.58%; F(1, 198) = 59.91; P < 0.01), mile time (mean difference, 2.42 minutes; F(1, 198) = 1.74; P = 0.03), sit-to-stand test (mean difference, 4.3 repetitions; F(1, 198) = 6.59; P = 0.01), and push-up test (mean difference, 8.9 repetitions; F(1, 198) = 7.35; P = 0.01). Conclusion: Former Division I athletes may be limited because of previous injury, inhibiting their ability to stay active later in life. Clinical Relevance: It is imperative that clinicians, coaches, and strength and conditioning specialists understand the possible future repercussions from competing at the Division I level.
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Sorenson, Shawn C., Russell Romano, Robin M. Scholefield, E. Todd Schroeder, Stanley P. Azen, and George J. Salem. "The Trojan Lifetime Champions Health Survey: Development, Validity, and Reliability." Journal of Athletic Training 50, no. 4 (2015): 407–18. http://dx.doi.org/10.4085/1062-6050-50.2.10.
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Context Self-report questionnaires are an important method of evaluating lifespan health, exercise, and health-related quality of life (HRQL) outcomes among elite, competitive athletes. Few instruments, however, have undergone formal characterization of their psychometric properties within this population. Objective To evaluate the validity and reliability of a novel health and exercise questionnaire, the Trojan Lifetime Champions (TLC) Health Survey. Design Descriptive laboratory study. Setting A large National Collegiate Athletic Association Division I university. Patients or Other Participants A total of 63 university alumni (age range, 24 to 84 years), including former varsity collegiate athletes and a control group of nonathletes. Intervention(s) Participants completed the TLC Health Survey twice at a mean interval of 23 days with randomization to the paper or electronic version of the instrument. Main Outcome Measure(s) Content validity, feasibility of administration, test-retest reliability, parallel-form reliability between paper and electronic forms, and estimates of systematic and typical error versus differences of clinical interest were assessed across a broad range of health, exercise, and HRQL measures. Results Correlation coefficients, including intraclass correlation coefficients (ICCs) for continuous variables and κ agreement statistics for ordinal variables, for test-retest reliability averaged 0.86, 0.90, 0.80, and 0.74 for HRQL, lifetime health, recent health, and exercise variables, respectively. Correlation coefficients, again ICCs and κ, for parallel-form reliability (ie, equivalence) between paper and electronic versions averaged 0.90, 0.85, 0.85, and 0.81 for HRQL, lifetime health, recent health, and exercise variables, respectively. Typical measurement error was less than the a priori thresholds of clinical interest, and we found minimal evidence of systematic test-retest error. We found strong evidence of content validity, convergent construct validity with the Short-Form 12 Version 2 HRQL instrument, and feasibility of administration in an elite, competitive athletic population. Conclusions These data suggest that the TLC Health Survey is a valid and reliable instrument for assessing lifetime and recent health, exercise, and HRQL, among elite competitive athletes. Generalizability of the instrument may be enhanced by additional, larger-scale studies in diverse populations.
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Carr, W. David, and Jennifer Volberding. "Development of Alumni and Employer Opinion Survey Instruments for Athletic Training Education Programs." Athletic Training Education Journal 7, no. 4 (2012): 166–75. http://dx.doi.org/10.4085/0704166.
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Context: Measurements of the opinions of alumni and employers are utilized by many athletic training education programs (ATEPs). Information obtained from such measurements can be useful in determining the strengths and weaknesses of a program. Objective: To describe the development of two instruments designed to elicit the opinions of recent athletic training (AT) graduates and employers of AT graduates. The Athletic Training Alumni Opinion Survey (ATAOS) and Athletic Training Employer Opinion Survey (ATEOS). Design and Setting: A critical review of the instruments by groups of recent AT graduates, employers of recent AT graduates, and ATEP directors established validity. To determine reliability, we used a test-retest method in which participants completed the assessment twice. Participants: We solicited recent graduates (n = 121 first completion and n = 52 for second completion) from a random sample of accredited ATEPs across the nation. Participants gave us permission to contact their employers (n = 47 first completion and n = 23 second completion). Data Collection and Analysis: We collected data via Qualtics (Qualtrics, Inc., Provo, UT). For our analysis, we entered test-retest data into SPSS 17 (SPSS Inc., Chicago, IL). For both alumni and employers, we calculated Cronbach's alpha scores for each variable on the first completion set of data and Pearson product correlations between the first completion and second completion data set for each variable. Results: Cronbach's alpha scores for both the ATAOS (〈= .820) and ATEOS (〈= .971) instruments were high. Correlation values for each variable were moderate to high except for one variable within the ATAOS instrument (Importance of Advising) and one variable within the ATEOS instrument (Foundation Professional Behavior of Legal Practice). Conclusions: We have developed a valid and reliable set of instruments that we hope all accredited ATEPs use as part of their overall assessment system.
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McCoy, Megan Ann, Kenneth J. White, and Kim Love. "Investigating the financial overconfidence of student-athletes." Sport, Business and Management: An International Journal 9, no. 4 (2019): 381–98. http://dx.doi.org/10.1108/sbm-10-2018-0091.
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Purpose There is a paucity of empirical research that explores the financial well-being of collegiate student-athletes. The purpose of this paper is to investigate the key aspects of financial well-being (e.g. financial knowledge, financial self-efficacy and finance-related stress levels) of varsity athletes at US colleges and universities. Design/methodology/approach The authors used data from the National Student Financial Wellness Study. The data were analyzed using general linear regression models. Findings The findings suggest student-athletes have lower financial knowledge than students who are non-athletes. Despite their lower levels of financial knowledge, these student-athletes report higher levels of financial self-efficacy. Furthermore, even when controlling for scholarship funding, student-athletes reported lower levels of financial stress than their counterparts. One could interpret this as student-athletes having a false sense of confidence in their money management behaviors. This overconfidence can impact many areas of their overall financial well-being. Alternatively, non-athletes may not be as financially confident as they should be. Research limitations/implications This study could be replicated with stronger measures (e.g. Financial Self-Efficacy Scale), with the inclusion of subjective financial knowledge measures, comparing the impact of demographic variables. As, most financial constructs have gender differences (Farrell et al., 2016) and race differences (Amatucci and Crawley, 2011) and depend upon college major (Fosnacht and Calderone, 2017). Another limitation of this study is the small percentage of student-athletes, a common problem with research in this area. Further research is also needed to unpack the finding that self-efficacy decreases at higher levels of financial knowledge. Practical implications It is evident that college students (athletes/non-athletes) need financial education. For universities and college coaches, this study could be used as a rationale for providing financial education for their athletes. The addition of financial courses could be used as a recruiting tool for collegiate coaches and benefit the university. Requiring financial education could also benefit universities long term as it may potentially increase the donor possibilities by alumni. As a final note, it is important that financial courses figure out ways to improve financial self-efficacy alongside financial knowledge, as findings suggest both are integral to decreasing financial stress. Social implications Less than 4 percent of universities in the USA require students to take a personal finance course (Bledsoe et al., 2016). If more universities included personal finance as a graduation requirement and did more to engage student-athletes (and non-athletes) in financial planning, then the average level of financial knowledge would likely improve on campuses across the USA. In addition, increasing young adults financial self-efficacy could improve financial stress which is linked to mental health and physical health. Originality/value This study provides the first empirical look into the financial well-being of collegiate student-athletes across the USA. Although there are many benefits to participation in college sports, student-athletes face additional time pressures and a predisposition to clustering around certain majors. Findings suggest that collegiate athletes need additional support around their financial literacy and non-athletes may need support developing financial self-efficacy. These two findings should be used by academic institutions and athletic departments to determine how to encourage financial health in their student-athletes and general student body.
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Stinson, Jeffrey L., and Dennis R. Howard. "Athletic Success and Private Giving to Athletic and Academic Programs at NCAA Institutions." Journal of Sport Management 21, no. 2 (2007): 235–64. http://dx.doi.org/10.1123/jsm.21.2.235.
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As both academic and athletic programs have become increasingly reliant on private support, the relationship between academic and athletic fund-raising has drawn increased research attention. The current study seeks to clarify the disparate findings of previous research by using the Voluntary Support of Education database of private support to colleges and universities to examine giving by alumni and nonalumni to academic and athletic programs at institutions participating in NCAA Division I-A football. Linear mixed-model analyses revealed the moderating role of academic reputation on institutional giving. Total giving to schools with the strongest academic reputations was less susceptible to the changing fortunes of athletic teams than total giving to institutions not included in the top tier of academically ranked schools. Although the top-ranked schools appeared immune to the influence of athletic performance, analysis of allocation patterns indicated that an increasing percentage of total dollars donated was directed to athletic programs at all levels of schools.
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Brown, Joseph. "Targeting university alumni segments that donate for non-athletic reasons." Services Marketing Quarterly 7, no. 1 (1991): 89–98. http://dx.doi.org/10.1080/15332969.1991.9985000.
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Brown, Joseph. "Targeting University Alumni Segments That Donate for Non-Athletic Reasons." Journal of Professional Services Marketing 7, no. 1 (1991): 89–98. http://dx.doi.org/10.1300/j090v07n01_08.
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Boyle, Brett A., and Peter Magnusson. "Social Identity and Brand Equity Formation: A Comparative Study of Collegiate Sports Fans." Journal of Sport Management 21, no. 4 (2007): 497–520. http://dx.doi.org/10.1123/jsm.21.4.497.
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The authors empirically tested Underwood, Bond, and Baer’s (2001) social identity–brand equity (SIBE) model in the context of fans of a university men’s basketball team. Their model proposes that service marketplace characteristics (venue, team history, rituals, and social groups) enhance one’s social identity to a team. This heightened social identity, in turn, is seen to build brand equity of the team brand. Using the SIBE model as a conceptual framework, a comparative study was conducted across 3 distinct fan groups of the team: current students, alumni, and the general public. Results provide strong support for the effect of social identity on brand equity; regardless of the type of fan, a heightened social identity to the team enhanced the perceived equity of the athletic program (i.e., brand) overall. How social identity was formed, however, differed by fan group. For example, team history showed a significant relationship to social identity for alumni and the general public. Students were most influenced by their sense of the basketball program being part of the local community as a whole. These finding are valuable in knowing how to craft marketing communications for various fan constituencies, as well as understanding how identification to 1 team might be leveraged across all sports in a collegiate athletic program.
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Meer, Jonathan, and Harvey S. Rosen. "The impact of athletic performance on alumni giving: An analysis of microdata." Economics of Education Review 28, no. 3 (2009): 287–94. http://dx.doi.org/10.1016/j.econedurev.2008.06.003.
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Eggers, Austin F., Peter A. Groothuis, Parker Redding, Kurt W. Rotthoff, and Michael Solimini. "Universities Behaving Badly: The Impact of Athletic Malfeasance on Student Quality and Enrollment." Journal of Sports Economics 21, no. 1 (2019): 87–100. http://dx.doi.org/10.1177/1527002519859416.
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National accolades and positive media attention are frequently lavished upon successful collegiate sports programs. Correspondingly, studies have demonstrated that universities often benefit from the achievements of their athletic teams by increasing the schools’ application numbers, student quality, and alumni donations. This study demonstrates that the opposite effect occurs when a university’s sports team is accused of engaging in impropriety. Our findings suggest that the negative attention given to the National Collegiate Athletic Association postseason tournament ban of a men’s basketball program could serve as a signal to prospective students regarding the quality of the institution. This perception ultimately leads to a decrease in the infracting university’s enrollment the year before the ban that then rebounds the year after the ban. However, the ban reduces the percentage of high-achieving students who choose to attend the university after the ban has been implemented.
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Smith, Melinda B., Diane L. Gill, and Erin J. Reifsteck. "An Intervention to Support Collegiate Student-Athletes in the Transition to Meaningful Lifetime Physical Activity." Case Studies in Sport and Exercise Psychology 4, no. 1 (2020): 75–83. http://dx.doi.org/10.1123/cssep.2019-0038.
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Former student-athletes (SAs) experience unique barriers to maintaining their physical activity, such as loss of team support, less motivation without specific goals, and identity-related changes. Informed by a self-determination theory framework, the authors developed a 6-week Pilates-based intervention to support the physical and psychological wellness of SAs by fostering self-determined motivation and basic psychological needs satisfaction as they make the transition to physically active alumni. In this case study, the authors outline the development and implementation of the program with final-year SAs (N = 12) at a Division III institution. Feasibility was demonstrated through high adherence and positive participant feedback suggesting they valued their experiences in the program and felt more confident in pursuing new forms of physical activity beyond college sports. To extend this type of programming at other institutions, the authors recommend that sport psychology professionals consider unique institutional barriers and opportunities for supporting SAs in their transition to meaningful lifetime activity.
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Jensen, Jonathan A., Shaina M. Ervin, and Stephen W. Dittmore. "Exploring the Factors Affecting Popularity in Social Media: A Case Study of Football Bowl Subdivision Head Coaches." International Journal of Sport Communication 7, no. 2 (2014): 261–78. http://dx.doi.org/10.1123/ijsc.2014-0008.
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Social media have become an increasingly important tool for college coaches and administrators to connect with fans, alumni, and recruits. However, despite their increasing prevalence, it is not well understood which factors may contribute to the reach and popularity in social media of high-profile figures such as coaches and athletic directors. Using Football Bowl Subdivision head football coaches and the popular social-media platform Twitter, this case study sought to explore the potential influence of on-field performance on coaches’ popularity in social media. Among the results is the finding that the most influential factor is the football program’s prestige (long-term success), while the coach’s on-field success and the size of the school’s fan base are of lesser importance. Given the increasing influence of social media in intercollegiate athletics, the case study’s results feature several important considerations for administrators seeking to use social-media platforms to increase the reach of their athletic programs.
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Toglia, Jessica M., and Othello Harris. "Alumni Perceptions of a University’s Decision to Remove Native American Imagery From Its Athletic Program." Journal of Sport and Social Issues 38, no. 4 (2014): 291–321. http://dx.doi.org/10.1177/0193723514530567.
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Bozeman, Pamela L., and Daniel W. Eadens. "Understanding value and motivation: analysis of alumni from a US undergraduate business degree." Education + Training 63, no. 1 (2020): 51–69. http://dx.doi.org/10.1108/et-10-2019-0235.
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PurposeAs young people are seeking degrees that will help them with employment and as universities seek ways to increase enrollment and retention, the emphasis of the value of higher education has emerged as an important aspect in achieving these goals. The focus of this particular study, where a paucity currently exists, was to examine the concepts of value in relation to undergraduate business education. A main aim of this study was to identify values (beyond economic), based on time since graduation, and the motivating factors that help to define those values. One of the key trends this study revealed was a cross-generational assessment of value.Design/methodology/approachThe driving research question was regarding business undergraduate alumni's perceptions of value: Is there a relationship (based on time since graduation) in the value of an undergraduate degree? The Final Revised Survey was sent to 945 business college alumni, randomly selected from a list of 15,012 names. Quantitative data were disaggregated by groups: 0 = 3 years post-graduation (recent graduates), >3 = 6 years post-graduation (advanced graduates), >6 = 9 years post-graduation (experienced graduates) and >9 years (senior graduates) for analyses using Independent Samples T-Test, Simple Linear Regressions and Pearson's r Correlations tests.FindingsResults of the Pearson's r Correlation tests showed significant findings in terms of strength of relationship between variables involved the following: (1) gender and average motivation (0.004) (2) time since graduation and average commitment (0.047), (3) gender and average value (0.045) and (4) age and average value (0.036). This suggests that gender has the strongest relationship between variables. Also, age and time since graduation seem to be correlated to how alumni value their undergraduate education and are willing to commit to continuing to support an organization. The averages of three types of groups of continuous data (value, motivation and commitment) were analyzed as the results related to ethnicity and time since graduation. When comparing ethnic outcomes based on two categories, non-Caucasian and Caucasian, although there were fewer respondents in the non-Caucasian category, those individuals' perception of value, motivation and commitment rated higher (8.87, 7.71 and 5.83 respectively) than their Caucasian counterparts (8.41, 6.58 and 4.96 respectively). Additionally, it is interesting to note that for both groups, the average commitment score was the lowest out of the three for both groups. Finally, for Caucasians, time since graduation seemed to increase their perception of value of their undergraduate business degree. Whereas, for non-Caucasians, the perception of value was less. This specific result could be since in the age group for non-Caucasians seven of the eight respondents were in the = 47 age group.Research limitations/implicationsResults rested limited to opinions of undergraduate business alumni. Because the rate of return for the data results was limited, it is unlikely that a firm argument can be made solely on the results from the Pearson's r Correlation in terms of a conclusion for the research question for this study. However, based on the results of this study the responses can be generalized to the respondents, not the overall population. Therefore, the Null Hypothesis was rejected as preliminary findings, with the understanding that additional data could change this decision.Practical implicationsPractitioners (instructors and professional staff) in higher education can utilize the results of this study to align their decision making and engagement actions. For example, as the work of Starrett (2018) shows, in and out of classroom engagement, approachability and the ability to determine what their clients, (future students) are ways that practitioners can help to increase retention rates. For practitioners and policymakers alike, it is important that they work together to understand what today's potential students are looking for in their educational experience. In the past, extrinsic values such as fancy dorms and athletic facilities may have been key considerations. However, as this study has shown, today's potential students are seeking more intrinsic values from their college experiences such as a deeper connection with faculty and staff, a feeling of inclusion and belonging and commitment, on the part of a university, to their long-term success. Additionally, it is vitally important that both groups work together because everyone who works in higher education has a level of responsibility for enrollment and retention rates. This study provides information that will enable both groups to begin to meet those goals.Social implicationsSocial implications from this study surround better understanding of current and potential college students determine the value of higher educational degrees. Practitioners (instructors and professional staff) in higher education can utilize the results of this study to align their decision making and engagement actions. For example, as the work of Starrett (2018) shows, in and out of classroom engagement, approachability and the ability to determine what their clients, (future students) are ways that practitioners can help to increase retention rates. It is important that all work together to understand what today's potential students are looking for in their educational experience. In the past, extrinsic values such as fancy dorms and athletic facilities may have been key considerations. However, as this study has shown, today's potential students are seeking more intrinsic values from their college experiences such as a deeper connection with faculty and staff, a feeling of inclusion and belonging and commitment, on the part of a university, to their long-term success. Additionally, it is vitally important that both groups work together because everyone who works in higher education has a level of responsibility for enrollment and retention rates. This study provides information that will enable both groups to begin to meet those goals.Originality/valueThis information is important to universities because the results can act as a guide to aid them in revising their current individual recruitment and retention models for accuracy and relevancy. While a review of the current literature showed an abundance of theoretical information about economic value, it also showed a deficit in connecting alternative meanings of value as it relates to the university selection and commitment process. This study called attention to the need to examine this area to clarify higher education's other values to society.
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Folgado dos Santos, Jorge Manuel, João Manuel Petrica, and Luís Alberto Coelho Rebelo Maia. "Study of the attention and its importance in teaching/learning sports (Estudio de la atención y su importancia en la enseñanza/aprendizaje de los deportes)." Retos, no. 36 (December 13, 2018): 567–70. http://dx.doi.org/10.47197/retos.v36i36.54318.
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In this article we will try to address the importance of attention as a relevant construct in teaching, learning, performance and training of sports activities in its several modalities. We will try to draw attention to the fact that athletes in general, and young people who are developing their learning of a particular sport, are strongly influenced by their attentional profiles (e.g., depending on aspects that are more internal or external to the subjects: in a broadband perspective or with a pronounced and specific focus of the attention). Such conjectures allow us to make considerations regarding the way that teaching / learning models are conceived for physical education classes, since there seems to be a attention profiles fluctuation at different moments of the class, as well as, it cannot be forgotten the relevance of the attentional profiles of each student during the whole learning, developing and consolidating process in the practice of a sporting modality. Resumen: En este artículo, trataremos abordar la importancia de la atención como un constructo relevante en la enseñanza, el aprendizaje, el desempeño y la capacitación de actividades deportivas en sus diversas modalidades. Trataremos de llamar la atención sobre el hecho de que los atletas en general, y los jóvenes que están desarrollando su aprendizaje de un deporte en particular, están fuertemente influenciados por sus perfiles de atención (por ejemplo, dependiendo de aspectos que son más internos o externos a los sujetos: en una perspectiva de banda ancha o con un enfoque pronunciado y específico de la atención). Dichas conjeturas nos permiten hacer consideraciones sobre la forma en que se conciben los modelos de enseñanza / aprendizaje para las clases de educación física, ya que parece haber una fluctuación de los perfiles de atención en diferentes momentos de la clase, así como, no se puede olvidar la relevancia del perfiles de atención de cada alumno durante todo el proceso de aprendizaje, desarrollo y consolidación en la práctica de una modalidad deportiva.
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Valero Valenzuela, Alfonso, and Manuel Gómez López. "Funciones y responsabilidades del profesor y los alumnos en el Modelo de Enseñanza Ludotécnico de iniciación a la práctica del atletismo (Teacher and students’ roles and responsibilities in Ludotechnic Instructional Model for track and field instruction." Retos, no. 13 (March 28, 2015): 15–18. http://dx.doi.org/10.47197/retos.v0i13.35022.
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En este documento se analizan las funciones y responsabilidades tanto del profesor como de los alumnos en el Modelo de Enseñanza Ludotécnico para la iniciación a la práctica del atletismo en la Educación Primaria. Se trata de un nuevo enfoque para la enseñanza de las pruebas atléticas, donde el alumno adquiere un papel más activo en el proceso de aprendizaje, destacando su grado de diversión durante las actividades como criterio de progresión de las tareas, su intervención directa en la valoración del domino motor y socio-afectivo y la implicación cognitiva en la sesión, con un papel relevante en la solución a los desafíos planteados. Finalmente, se aportan una serie de puntos de referencia o marcadores, como herramienta para verificar que el Modelo de Enseñanza está siendo aplicado con éxito al campo de la Educación Física, dentro de unos márgenes que le permitan al profesor realizar adaptaciones referidas sobre todo al contexto de aplicación, pero sin cambiar los pilares fundamentales sobre los que se sustenta.Abstract: In this paper teacher and students’ roles and responsibilities are studied in Ludotechnic Instructional Model for track and field sports instruction in Primary School. It’s about a new approach for athletic disciplines instruction, where students acquire a more active role in the learning process, emphasizing their enjoy degree during the activities as tasks progression criterion, with a direct intervention in the affective and motor domains assessment, and a cognitive engagement along the session, with a outstanding role answering the challenges. Eventually, a group of benchmarks is contributed, as a good tool to verify that Instructional Model is being applied successfully to the Physical Education area, within boundaries that allow the teacher to make adaptations referred to the application context, but without changing the assumptions on which it is sustained.
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Williams, Betsy, Barbara Harvey, and Christopher Kierkus. "Health Information Use After Graduation." Issues in Science and Technology Librarianship, no. 93 (December 9, 2019). http://dx.doi.org/10.29173/istl20.
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This study aimed to determine which information resources Grand Valley State University (GVSU) alumni from four health science programs utilize in clinical practice. It also explored alumni opinions of their educational experiences at GVSU in relation to information literacy and library resources. A survey was administered to alumni who had graduated with a degree in athletic training (BS), nursing (BS, MS, DNP), physical therapy (MPT and DPT), or physician assistant studies (MPAS). We received 451 valid responses (12.8% response rate). The survey focused on specific resources used in the professional workplace, GVSU preparation for information literacy in the workplace, alumni confidence in information literacy skills, and additional preparation that could have been helpful after graduation. Survey responses are reported by discipline and degree earned. Insights from this study will inform liaison librarian conversations with faculty members and decisions regarding resource acquisition to help students transition from the academic environment to professional practice.
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McCammon, Brandon, Erika Smith-Goodwin, and Jennifer Walker. "Athletic Training Alumni Perceptions on Levels of Preparedness for the BOC Examination, Athletic Training Profession, and Graduate Studies." Journal of Sports Medicine and Allied Health Sciences: Official Journal of the Ohio Athletic Trainers' Association 7, no. 1 (2021). http://dx.doi.org/10.25035/jsmahs.07.01.12.
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Shen, Shaoshuai, Koya Suzuki, Yoshimitsu Kohmura, Noriyuki Fuku, Yuki Someya, and Hisashi Naito. "Engagement in different sport disciplines during university years and risk of locomotive syndrome in older age: J-Fit+ Study." Environmental Health and Preventive Medicine 26, no. 1 (2021). http://dx.doi.org/10.1186/s12199-021-00958-w.
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Abstract Background Among former Olympic-level athletes, engagement in different sport disciplines has been associated with mortality risk in subsequent years. However, limited evidence is available on whether engagement in different sport disciplines at a young age is associated with locomotive syndrome (LS) risk later in life. This study examined the relationship between engagement in different sport disciplines during university years and LS risk in older age among former university athletes. Methods Participants were 274 middle-aged and 294 older men alumni who graduated from a school of physical education in Japan. LS risk was defined as answering “yes” to any of the Loco-check questions. Data on university sports club membership were collected using questionnaires. University clubs were classified into three groups of cardiovascular intensity (low, moderate, high), following the classification system of sport disciplines by the American College of Cardiology. This classification considers the static and dynamic components of an activity, which correspond to the estimated percent of maximal voluntary contraction reached and maximal oxygen uptake achieved, respectively. University clubs were grouped based on the risk of bodily collision (no, yes) and extent of physical contact (low, moderate, high). Relationships between engagement in different sport disciplines and LS risk were analyzed using Cox proportional hazards models, and adjusted for age, height, weight, joint disease, habitual exercise, and smoking and drinking status. Results Adjusted hazard ratios and 95% confidence intervals associated with the low, moderate, and high cardiovascular intensity sports were 1.00 (reference), 0.48 (0.22–1.06, P = 0.070), and 0.44 (0.20–0.97, P = 0.042) in older men, respectively; however, there was no significant association between these parameters among middle-aged men. Engagement in sports associated with physical contact and collision did not affect LS risk in either group. Conclusions Engagement in sports associated with high cardiovascular intensity during university years may reduce the risk of LS in later life. Encouraging young people to participate in such activities might help reduce LS prevalence among older populations.