which they can become mindful of their immediate thoughts and feelings and more aware, hopefully in a critical sense, of their assumptions and understandings concerning the sporting world ( Barbezat & Bush, 2014 ). This is perhaps why contemplative scholars in other fields contend that journaling
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Journaling as Contemplative Practice for Sport Management Education
Samuel M. Clevenger and Jaime R. DeLuca
Teaching Reflections and Insights From a 38-Year Sport Management Career
W. James (Jim) Weese
be excellent in one area ( Marentic Pozarnik & Lavric, 2015 ). While colleagues may have preferences, a more prudent approach integrates the two roles. This philosophy is an essential step in keeping lectures current and progressive. As a long-time Dean, I was always mindful of the need to recruit
We Are Not Who We Thought We Were: A Case Study of Race in Intercollegiate Athletics
Peyton J. Stensland, Christopher M. Brown, and Alicia M. Cintron
are synonymous, CRT asserts that traditionally liberal approaches to racial equity, such as color blindness and incremental changes, are ineffective ( Banks, 1995 ). As it pertains to the present case study, instructors should be mindful that CRT manifests itself in multiple ways throughout the case
Implications and Opportunities for Sport Management Education in the COVID-19 Era
Mike Rayner and Tom Webb
management courses . Sport Management Education Journal, 13 ( 2 ), 53 – 62 . doi:10.1123/smej.2018-0014 10.1123/smej.2018-0014 Stewart , C. , & Bower , M. ( 2019 ). Novice online educator conceptual frameworks: A mental model exploration of mindful learning design . Education Media International
Framing Course Content on Diversity and Inclusion: Varying Outcomes From Teaching on Disability in Sport Management
Molly Hayes Sauder and Jaime R. DeLuca
. • To be mindful of disability marked locations and accessibilities. • Being able to understand what a facility that does and doesn’t meet requirements looks like. In light of student feedback, it is clear that the instructor’s effort to relate disability to the students made a significant impact. For
Experiential Learning of University Students Delivering a Coaching Workshop in Belize
Jennifer M. Jacobs, Karisa L. Kuipers, K. Andrew R. Richards, and Paul M. Wright
through “mindful learning,” or in-depth reflections on goals, expectations, biases, and questions throughout the learning experience ( Passarelli et al., 2010 ). Nadler and Luckner ( 1992 ) suggested that one way to facilitate mindful learning for maximum impact was through structured opportunities for
The Coin Model of Privilege and Critical Allyship: Confronting Social Privilege Through Sport Management Education
Daniel L. Springer, Sarah Stokowski, and Wendi Zimmer
mindful about how they choose to convey information to students, as learning outcomes are influenced by presentation content and style. Learning does not always equate to knowledge. Furthermore, words do not always translate into action. Students may feel overwhelmed by, or helpless to disrupt, centuries
Gender Differences in Careers and Publications Within the Sport Management Academy
Daniel Sailofsky, Madeleine Orr, and Lindsey Darvin
feedback on submissions, the editors responsible for ultimately making publishing decisions are privy to the names of the authors. Thus, editors at sport management journals have the opportunity to be more mindful of the existing publishing inequities described in this study and to correct these by
Leveling Up Sport Management Education: Gamification in the Classroom
Ashley M. Duguay, Amber M. Shipherd, Carrie LeCrom, and Chad Goebert
+ , Strava, and Fitbit that use game elements to create an interactive and engaging way to support users’ health and wellness behaviors (e.g., physical activity, sleep quality and duration, mindfulness) while encouraging the continued use of their products. Gamification in Education In educational contexts
Improving Experiential Learning in Sport Management Through Work-Integrated Learning
Susan B. Foster and David A. Pierce
.1080/07303084.1989.10606340 10.1080/07303084.1989.10606340 Sweet , M. , Mazor , D. , Klionsky , S. , Andrew , J. , & Zaff , M. ( 2019 ). The elements and benefits of mindfulness: Deepening learning on co-op and beyond . Experience Magazine: Practice and Theory, 9 ( 1 ), 43 – 50 . Thomas , M. ( 2019 ). Creating