that simulate the complicated and dynamic nature of sport and the consultancy process, while also supporting learners’ motivation. Given the contextual similarities between sport psychology and sport management, we believe that gamification will be of value to sport management educators for this same
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Leveling Up Sport Management Education: Gamification in the Classroom
Ashley M. Duguay, Amber M. Shipherd, Carrie LeCrom, and Chad Goebert
An Experiential Learning Trip: Exploring Student Experiences and Motivations for Volunteering at the Super Bowl
Joshua R. Pate and David J. Shonk
The purpose of this study was to explore the experiences of sport management students during an experiential learning trip to Super Bowl XLVII in New Orleans, LA. A secondary purpose of the study was to explore and describe why students were motivated to participate in the trip. The study draws from theories of student and volunteer motivation. A qualitative approach was employed using ethnography that detailed the accounts of 11 students and 2 professors from James Madison University who volunteered to work events surrounding the Super Bowl. The findings revealed three themes: learning, career empowerment, and on-site preparation. This type of experiential trip can be replicated by other sport management educators and the findings can assist in further developing the literature on experiential learning.
Enhancing the Ability of Students to Engage With Theoretical Concepts Through the Creation of Learner-Generated Video Assessment
Simon R. Walters, Julia Hallas, Sean Phelps, and Erika Ikeda
Even though technology has become a key driver in preparing sports management students for an increasingly globalized industry, it is unclear whether the affordances of these technologies contribute to the transformation of the learning environment. The purpose of this study was to investigate how a learner-generated video assessment develops students’ critical thinking and engagement with the theoretical concepts taught in an undergraduate second-year Sociology of Sport course. Data were gathered using a qualitative case study approach. Students found the video assessment enjoyable; it promoted critical thinking and engagement with theory. However, students were less interested in technology-based assessment than the need for courses to align learning strategies and assessment methods to the graduate capabilities required to transform their discipline in the workplace. We argue that it is this alignment that will lead to a transformation in the learning environment and quality student engagement, rather than the video technology itself.
Exercising Empathy in the Sport Management Classroom: The True Flipped Classroom
James Strode
spring them up on the students on the first day. Consider a long waiting list as a sign that your show, or class, sold out. Motivations to Attend the Show While most of the people who attend a Taylor Swift concert are highly motivated to attend (i.e., the Swifties), there are a number of participants
Proceed With Caution: A Teaching Case Study of Youth Sport Specialization
Makenzie A. Schoeff, Katie R. Morey, James E. Johnson, Anya T. Eicher, and Lawrence W. Judge
disappointment, Tom and Jane reminded her that she was only a freshman and that she would continue to improve with more practice. Taylor took her parents’ comments to heart and showed up to practice the following Monday with a positive attitude and motivation to become the leader of the junior varsity (JV) team
Peer Mentoring After Experiential Learning
Molly Hayes Sauder, Donna C. Grove, and Dexter Davis
volunteer motivations at the 2012 Super Bowl, VanSickle et al. ( 2015 ) found that community support, love of sports, personal growth, and career development were motivating factors for volunteerism. Interestingly, there were demographic differences among volunteers’ top motivations for involvement (i
Authentic Assessment Through the Sport Management Practicum: Participants’ Perceptions of the Effectiveness of a Student-Led Sports Event
Amy K. Bermingham, Ross D. Neville, and Kyriaki Makopoulou
preference for high-stakes competition and performance-involving motivational climates in sport ( Abrahamsen, Roberts, & Pensgaard, 2008 ; Bortoli & Robazza, 2005 ; Breiger, Cumming, Smith, & Smoll, 2015 ; Flood & Hellstedt, 1991 ; Papaioannou & Kouli, 1999 ; White & Duda, 1994 ). It is, therefore
Breaking Down Barriers in Sport Management Internships Using the Universal Design for Learning
Michael A. Odio, Joshua R. Pate, and Thomas J. Aicher
barriers to the student’s focus, which include students’ motivation and the learning objectives of the internship. The second set of barriers involves the evaluation of the students, which includes their supervision on the internship and instructor-assigned assessments. The third category is barriers of
Specifications Grading in the Sport Management Classroom: Breakdown of the System and Reflections Upon Implementation With Relation to Outcomes Assessment
Tracy A. Trachsler, Erin Morris, and Tara Q. Mahoney
form of contract grading that can reduce student anxiety, increase metacognitive abilities, and motivation to learn without sacrificing rigor ( Ange et al., 2018 ; Walden, 2022 ). Mastery grading is defined as “[A]n approach to student assessment in which students are provided clear learning
A Proposal for Improving Student-Athletes’ Mental Health Through Leadership Training
Elizabeth A. Gregg, Matthew Ohlson, Ana Roman Dominguez, and Sydnie Steele
mental health supports, reducing stigma, and developing performance enhancement and self-care skills ( Beauchemin, 2014 ). Leadership programs that develop teamwork, cognitive abilities, communication, critical thinking, problem-solving skills, focus, self-confidence, goal setting, motivation, and
