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Scant research has been conducted on the relationship between experience-based courses and emotional competency development (Ashkanasy & Dasborough, 2003; Brown, 2003; Clark, Callister & Wallace, 2003; Jaeger, 2002). The current study utilized a mixed method design to determine if students’ emotional competency could be developed during only one semester without any formal instruction in emotional intelligence theory. Changes in the experimental group and differences between experimental and comparison group students’ emotional competency were investigated using quantitative (ECI-U) and qualitative (Critical Incident Interview and exit interview) methods. Study results supported the contention that an experienced-based course can positively impact students’ emotional competency development.

This study compared determinants of a 30-s all-out paddling effort (30-s sprint-paddling test) between junior surfboard riders (surfers) of varying ability. Eight competitive (COMP) and 8 recreational (REC) junior male surfers performed a 30-s sprint-paddling test for the determination of peak sprint power and accumulated O₂ deficit. Surfers also performed an incremental-paddling test for the determination of the O₂ uptake–power output relationship that was subsequently used to calculate the accumulated O₂ deficit for the 30-s sprint-paddling test. During the 30-s sprint-paddling test, peak sprint power (404 ± 98 vs 292 ± 56 W, respectively, P = .01) and the accumulated O₂ deficit (1.60 ± 0.31 vs 1.14 ± 0.38 L, respectively, P = .02) were greater in COMP than in REC surfers, whereas peak O₂ uptake measured during the incremental-paddling test was not different (2.7 ± 0.1 vs 2.5 ± 0.2 L/min, respectively, P = .11). The higher peak sprint power and larger accumulated O₂ deficit observed in COMP than in REC surfers during a 30-s sprint paddling test suggest that surfing promotes development of the anaerobic energy systems. Furthermore, peak sprint power determined during 30 s of sprint paddling may be considered a sensitive measure of surfing ability or experience in junior male surfers.

As sport management graduates enter into a rapidly shifting industry with fluctuating environmental conditions, the need for greater leadership capacity arises (Amis, Slack, & Hinings, 2004). Sport management educators can facilitate leadership development by designing and administering undergraduate curricula that focuses on students’ vertical development. According to Cook-Greuter (2004), vertical development is defined as “how we change our interpretations of experience and how we transform our views of reality” (p. 276). The purpose of this paper is to outline a curricular framework that may impact students’ vertical development and thus increase future leadership capacity. To fulfill this purpose, the conceptual connection between vertical development, the Leadership Development Framework (LDF), and Experiential Learning (EL) is first explained. The curricular framework is then outlined in the context of a pilot study facilitated within a sport management (leadership) course in January 2008. Suggestions for future empirical projects to measure the impact of EL curricula on students’ vertical development are also offered.