Relevant bibliographies by topics / Life Skills Program College athletes

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Life Skills Program College athletes'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Life Skills Program College athletes"

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Vinci, Debra M. "Effective Nutrition Support Programs for College Athletes." International Journal of Sport Nutrition 8, no. 3 (1998): 308–20. http://dx.doi.org/10.1123/ijsn.8.3.308.

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This paper presents an overview of the Husky Sport Nutrition Program at the University of Washington. This program is a component of the Department of Intercollegiate Athletics Total Student–Athlete Program, an NCAA-sponsored CHAMPS/Life Skills Program that provides life skills assistance to student–athletes. Successful integration of a sport nutrition program requires an understanding of the athletic culture, physiological milestones, and life stressors faced by college athletes. The sport nutritionist functions as an educator, counselor, and administrator. Team presentations and individual n
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Cote, Trevor, Amy Baltzell, and Robert Diehl. "A Qualitative Exploration of Division I Tennis Players Completing the Mindfulness Meditation Training for Sport 2.0 Program." Sport Psychologist 33, no. 3 (2019): 203–12. http://dx.doi.org/10.1123/tsp.2017-0155.

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The present study examined college tennis players’ experience of the 6-hr sport-tailored mindfulness- and self-compassion-based intervention Mindfulness Meditation Training for Sport 2.0 (MMTS 2.0). Nine college athletes participated in individual semistructured interviews. Interview results revealed that the athletes perceived the mindfulness and self-compassions skills as valuable tools to respond optimally to adversity through observing, accepting, and offering self-compassion toward negative internal states on and off the court. The mindfulness and self-compassion skills were described as
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Martin, Jackson Zane. "Student-Athlete Career Development through Community Service: A Retrospective Study." Journal of Higher Education Athletics & Innovation, no. 4 (December 7, 2018): 1–24. http://dx.doi.org/10.15763/issn.2376-5267.2018.1.4.1-24.

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The purpose of this study was to examine, through a retrospective lens, the effects that collegiate community service has on the career development of student-athletes under the umbrella of functional motivation theory. To do so, researchers analyzed the career development of seven former Southeastern Conference (SEC) student-athletes who were awarded membership to the SEC Community Service team through both individual and team contributions. NCAA Division-I student-athletes face hindrances through time restraints but also have resources designed to enhance academic and vocational development,
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Petitpas, Albert J., Judy L. Van Raalte, Allen E. Cornelius, and Jim Presbrey. "A Life Skills Development Program for High School Student-Athletes." Journal of Primary Prevention 24, no. 3 (2003): 325–34. http://dx.doi.org/10.1023/b:jopp.0000018053.94080.f3.

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Huh, Jung-Hoon, and Da-Seul Seo. "The Effects of College Student Athletes’ Life Skills on Perceived Performance." Journal of Coaching Development 21, no. 4 (2019): 84–94. http://dx.doi.org/10.47684/jcd.2019.12.21.4.84.

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Jordan, Katherine A., Ryan J. Gagnon, Denise M. Anderson, and June J. Pilcher. "Enhancing the College Student Experience: Outcomes of a Leisure Education Program." Journal of Experiential Education 41, no. 1 (2018): 90–106. http://dx.doi.org/10.1177/1053825917751508.

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Background: Experiential education in higher education provides opportunities for college student development that contribute to student success. As such, a leisure education program is posited as a complement to experiential education programming. Purpose: This study explored the impact of a leisure education program (leisure skills) on dimensions of college student success, including school satisfaction, student life satisfaction, school belonging, and self-esteem. Methodology/Approach: This study compared 531 leisure skills students with a group of 136 students not enrolled in a leisure ski
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Sharp, Lee-Ann, Charlotte Woodcock, Mark J. G. Holland, Jennifer Cumming, and Joan L. Duda. "A Qualitative Evaluation of the Effectiveness of a Mental Skills Training Program for Youth Athletes." Sport Psychologist 27, no. 3 (2013): 219–32. http://dx.doi.org/10.1123/tsp.27.3.219.

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The purpose of this investigation was to evaluate the effectiveness of a mental skills training (MST) program for male youth elite rugby athletes. Three focus groups were held with 21 under-16 male rugby athletes and four male coaches involved in the MST program to examine the quality of service delivery, athlete responses to the MST program, the mental qualities used by athletes, and its perceived influence on athlete performance. Following inductive-deductive content analysis, 40 subcategories and 16 categories emerged. Participants believed the MST program to be an interactive, well-planned
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Chu, Tsz Lun (Alan), and Trent A. Petrie. "Assessing and Maximizing Collegiate Athletes’ Psychological Skills Under Constraints: A Preseason Brief Intervention Approach." Sport Psychologist 35, no. 2 (2021): 168–76. http://dx.doi.org/10.1123/tsp.2020-0119.

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Time and access to teams may be limited for sport psychology professionals, particularly those working in the college sport setting. Thus, learning how to intervene with teams and individual athletes within short, defined timeframes becomes essential for working effectively in this environment. In this article, using de Shazer’s solution-focused brief therapy along with Weinberg and Williams’s steps of psychological skills training, the authors describe the development and implementation of a brief intervention under time-limited circumstances (15 days, 15 min/day) through a preseason training
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Stanbrough, Mark. "Developing Team Leaders: A Leadership Development Program to Build Effective Team Leaders." Journal of Coaching Education 3, no. 2 (2010): 102. http://dx.doi.org/10.1123/jce.3.2.102.

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NASPE has developed national standards for coaches with Standard 8 focusing on providing athletes with responsibility and leadership opportunities as they mature. Standard 8 states that coaches should engage athletes in opportunities that nurture leadership and teamwork, which can be learned on the field and exhibited in life. It further states that sports provide an atmosphere for trial and error through practice and competition. Much is expected of team leaders; however, few of them are ever formally taught the leadership skills they need to perform effectively. Like physical skills, leaders
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Hardcastle, Sarah J., Marian Tye, Rachael Glassey, and Martin S. Hagger. "Exploring the perceived effectiveness of a life skills development program for high-performance athletes." Psychology of Sport and Exercise 16 (March 2015): 139–49. http://dx.doi.org/10.1016/j.psychsport.2014.10.005.

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Dissertations / Theses on the topic "Life Skills Program College athletes"

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Morrissey, Joanna L. "A revision of the CHAMPS/Life Skills Program content." Virtual Press, 2007. http://www.oregonpdf.org.

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Rasmussen, Kathryn L. "A revision of the CHAMPS/Life Skills Program content : academic commitment." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1372051.

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In 1991, the NCAA created Challenging Athletes Minds for Personal Success (CHAMPS)/Life Skills (NCAA, 2005). The CHAMPS/Life Skills program concentrates on five areas: Academic Commitment, Athletic Commitment, Personal Development Commitment, Career Development Commitment, and Service Commitment (NCAA, 2005). Very few amendments and modifications have been made to the CHAMPS/Life Skills educational material since the program was developed. In the present creative thesis project, revisions and updates were implemented to the current material to satisfy the needs of collegiate student-athletes.
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Goddard, Michael. "An Assessment of the Effectiveness of the CHAMPS/Life Skills Program at the University of North Texas: A Pilot Study." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4516/.

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This study seeks to determine the effectiveness of the Challenging Athletes Minds for Personal Success (CHAMPS)/Life Skills program at the University of North Texas, as perceived by the student athletes who participate or participated in this program. The study attempts to measure the extent to which the student athletes feel that the program had value; if they received helpful information to support them through their college career to career transition; if the student athletes felt that the program provided them with skills to encourage better self-esteem; and if they believed that the CHAMP
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Edström, Oskar, and Lucas Eriksson. "Dubbla karriärer inom National Collegiate Athletic Association : Ishockeyspelares upplevelse av stödfunktioner och life skills program på ett amerikanskt universitet." Thesis, Umeå universitet, Pedagogiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-105111.

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In todays society sports has become a major part in people’s life, with the emerging of professionalization it’s become a thriving business that generates big money. An outcome of this evolution of sports as meant that most athletes must put more time and energy in to their athletics to have a chance to reach their dreams of being a professional athlete. And if an athletes dream get cut short somehow, the process of moving out of sport has been shown to somtimes be a difficult process for athletes that don’t have anything to fall back on. That’s why it is important for athletes to have the opt
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Quintero, Nayeli. "A life skills program to prepare Latino high school students for college and professional careers| A grant proposal." Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1523288.

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<p> The purpose of this project was to write a grant proposal to develop and fund a Life Skills Program to educate Latino students regarding the college application process and professional careers to pursue a higher education. An extensive literature review was conducted to understand the needs of Latino students and interventions that can effectively assist them to improve their higher education enrollment. The S. Mark Taper Foundation was selected as the funder for this program.</p><p> The proposed program would be offered through Santa Fe High School, located in the city of Santa Fe Spri
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Books on the topic "Life Skills Program College athletes"

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Arthur, Kimmel, ed. The college athlete's guide to academic success: Tips from peers and profs. Pearson Prentice Hall, 2008.

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Life skills for the student-athlete. McGraw Hill, 2008.

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M, Hankes Douglas, and Denson Eric L, eds. A student athlete's guide to college success: Peak performance in class and life. 3rd ed. Wadsworth, 2011.

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Petrie, Trent A. A student athlete's guide to college success: Peak performance in class and life. 3rd ed. Wadsworth, 2011.

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Isenberg, Marc. The student athlete survival guide. Ragged Mountain Press, 2001.

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Your performing edge: The total mind-body program for excellence in sports, business and life. 4th ed. Pulgas Ridge Press, 2008.

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Dahlkoetter, JoAnn. Your performing edge: The total mind-body program for excellence in sports, business and life. 4th ed. Pulgas Ridge Press, 2008.

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Eric, Denson, ed. A student athlete's guide to college success: Peak performance in class and life. 2nd ed. Thomson/Wadsworth learning, 2003.

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Eric, Denson, ed. A student athlete's guide to college success: Peak performance in class and life. Wadsworth Pub. Co., 1999.

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Mertzman, Robert. Sports and Life: Students, Athletes and Life Skills. Kendall/Hunt Publishing Company, 1999.

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Book chapters on the topic "Life Skills Program College athletes"

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Rex Galindo, David. "Training Missionaries." In To Sin No More. Stanford University Press, 2018. http://dx.doi.org/10.11126/stanford/9781503603264.003.0004.

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This chapter examines the missionary training program in the Franciscan colleges for the propagation of Catholicism, focusing on the collegial curriculum, especially instruction in moral theology and languages. The objective of the Franciscan Order's college training program was to provide missionaries with pedagogic and epistemological techniques to help them in their evangelical endeavors, particularly preaching skills. Franciscan friars in the colegios were exposed to a stringent daily life and training in linguistics, philosophy, and theology. Franciscan missionaries and preachers were trained to become assertive evangelical ministers at the vanguard of the Catholic religion in the early modern world. The chapter discusses the specific elements of the Franciscan training program in the colegios de propaganda fide, what and how veteran missionaries and reformers contributed to college curricula, and quotidian life in the college. It also describes the curriculum reforms pursued by the Franciscan colleges.
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Van Wingerden, Christina. "What College Students Gained Serving on Hiring Committees for Student Job Openings." In Handbook of Research on Education and Technology in a Changing Society. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6046-5.ch032.

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The value of student participation in hiring committees at the college level is the focus of this chapter. Students, identified as “selectors,” participated in all aspects of hiring toward a “best” candidate. Student selectors, from two types of student employees within the structure of a university student union, and two hiring processes are assessed (referred to as student activities and facilities). A guided questionnaire is used to investigate skill development gained, used, and eventually transferred to experiences after graduation. Two models frame the plan. Surveys and focus groups are based on Kirkpatrick's and Kirkpatrick's (2006) The Four Levels. The development of a systematic evaluation plan is based on Caffarella's (2002) Interactive Program Planning Model. Exploring the value of experiential learning in student employment settings is a key to the assessment approach. An appraisal of the student experience, when environments are intentionally created to give students the chance to practice, use, and build skills in real life scenarios, had not been evidenced previously in a formal way. Furthermore, an inquiry of transfer of learning post-graduation is examined.
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Moore, John C. "Long-Term Ecological Research and Lessons from Networked Lives." In Long-Term Ecological Research. Oxford University Press, 2016. http://dx.doi.org/10.1093/oso/9780199380213.003.0060.

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The Long-Term Ecological Research (LTER) program has affected how I conduct and evaluate ecological research. Working with the LTER program has given me a greater appreciation for the complexity of the natural world and has provided a framework to study it. The LTER program has provided the best possible venue to connect ecological research with classroom instruction, mentoring, and professional development. Translating our science to the public is a challenge. My experiences in the LTER program have provided multiple opportunities to work with the public, K–12 and college or university students, and professionals in different fields. This process has honed my communication skills. The ideas that emerge from true collaborative science cannot be understated. The work at an LTER site and within the LTER network works best when we collaborate. I received my undergraduate training in ecology at the University of California (UC) Santa Barbara. At UC Santa Barbara in the 1970s, the ecology program focused largely on populations and communities. Field observations, laboratory studies, manipulative field studies, and equation-based modeling were the norm. I recall the first set of litter and soil samples of arthropods that I sorted were extracted using Tullgren funnels and thought at the time that a person would have to be insane to pursue this type of work as a career. Two years later, I was in the graduate program at Michigan State University working with Dr. Richard Snider where I studied the impacts of herbicides on soil arthropods in no- till corn. At Michigan State, I learned the importance of species life histories, behaviors, and tolerances to environmental variation. My first exposure with the LTER program started in 1979, during my first year of graduate school at Michigan State University. A National Science Foundation (NSF) program officer was visiting the university to promote the concept of the LTER program and the first round of competition. Being 22 years old at the time, it was difficult for me to appreciate discussions about a program that would potentially operate over several decades. As a graduate student, it was a lesson in the planning, extended time frame, and other programmatic logistics of collaborative science.
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Conference papers on the topic "Life Skills Program College athletes"

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Gharib, Mohamed, Tala Katbeh, G. Benjamin Cieslinski, and Brady Creel. "An Integrated Engineering Agriculture STEM Program." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-23584.

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Abstract Pre-college project-based learning programs are essential means to increase the students’ interest toward STEM (science, technology, engineering, and mathematics) disciplines and careers. Engineering-based projects have shown significant impact on the students’ interests. Therefore, developing countries are investing strategically in their emphasis to attract students to careers in STEM fields, specifically engineering and medicine. That resulted in a steady expansion of their educational pipeline in STEM; and while that emphasis remains, there is a new and urgent need for expertise i
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Wosczyna-Birch, Karen, Paola Jaramillo, John Birch, and Ronald Adrezin. "Problem Based Learning Initiative in Collaboration With the CT College of Technology’s Center for Life Support and Sustainable Living." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-66229.

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The Connecticut (CT) College of Technology with funding from the National Science Foundation (NSF) has established the Center for Life Support and Sustainable Living. The Center is the result of partnerships with the CT Community Colleges, four-year institutions, local hospitals and industry, and the collaboration with NASA through the CT Space Grant College Consortium. The primary goals of the Center are the following: (1) to provide teams of community colleges and four-year university students opportunities to apply science, engineering and technology knowledge as well as professional skills
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L Anderson, Derrick. "Improving Information Technology Curriculum Learning Outcomes." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3690.

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[This Proceedings paper was revised and published in Informing Science: the International Journal of an Emerging Transdiscipline (InfoSci)] Aim/Purpose: Information Technology students’ learning outcomes improve when teaching methodology moves away from didactic behaviorist-based pedagogy toward a more heuristic constructivist-based version of andragogy. Background: There is a distinctive difference, a notable gap, between the academic community and the business community in their views of the level of preparedness of recent information technology program graduates. An understanding of how Inf
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Chiou, Richard Y., Radian Belu, Michael Mauk, and Tzu-Liang (Bill) Tseng. "Green Energy Manufacturing Laboratory Development for Student Learning Experience on Sustainability." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-40110.

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This paper discusses the development of a green energy manufacturing laboratory for student learning experience in the emerging fields of renewable energy and green manufacturing. The development involves a creation of a series of experiments to stimulate discoveries and developments that promise to sustain a wave of new technological innovations on energy and manufacturing throughout the world. The needs for engineering students and practicing engineers to understand sustainability concepts and concerns have been noted by educators, scientists or engineers and all engineering students need to
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