This study expanded the work of Waite and Pettit (1993) and contacted 75 graduate programs for lists of names and addresses of students who graduated between 1989 and 1994 (N = 731). Doctoral (n = 92) and master (n = 162) graduates completed a tracking survey (modified from Waite & Pettit), reporting their demographics, educational backgrounds, current positions, incomes, initial and future career goals, and supervised experiences. The majority of doctoral graduates have found positions in academia/research, and most of the master graduates were in some sport or sport psychology-related job. The majority of the master and doctoral graduates, however, reported that finding paying sport psychology work was difficult, and many expressed at least moderate levels of frustration with the progress of their sport psychology careers. The information from this study could be useful for advising current and potential graduate students about career options after graduation.
Mark B. Andersen, Tim Aldridge, Jean M. Williams and Jim Taylor
Nels Popp, Erianne A. Weight, Brendan Dwyer, Alan L. Morse and Amy Baker
This study examined satisfaction levels with graduate sport management programs in the United States. A 26-item graduate degree program satisfaction instrument was developed and administered electronically to a sample of current students and alumni from seven sport management master’s degree programs yielding a 54.31% response rate (N = 302). Respondents generally indicated high levels of satisfaction with their decision to pursue a graduate sport management degree, but were significantly less satisfied with the specific school they attended. Respondents indicated the most beneficial courses included current topics, sport and society, sport marketing, and sport ethics, whereas the least beneficial courses included statistics, international sport, and research methods. Students who earned their undergraduate degree in business were consistently less satisfied with how well their graduate program taught them various sport management skills compared with students with undergraduate degrees in sport management, sport-related studies, or other majors.
Dennie R. Kelley, Patricia A. Beitel, Joy T. DeSensi and Mary Dale Blanton
The purpose of this paper is to present undergraduate and graduate sport management curricular models which provide a perspective that higher education sport management professionals can use to solve curricular problems described in the literature and to implement the NASPE/NASSM guidelines. The five sport management concentrations, which have similar objectives and services but occur in different settings or serve different clientele, include (a) Sport for Leisure/Recreation, (b) Sport and Athletics, (c) Sport Merchandising, (d) Hostelries/Travel, and (e) Recreation Agencies. The models (a) differentiate purposes, content, and entry-level positions for each degree level; (b) provide evidence for which concentrations need to be part of each curriculum; (c) define a professional core; (d) describe the concentration specialization requirements; (e) differentiate the culminating experiences for each degree; and (f) provide the distinctive characteristics of undergraduate and graduate programs.
Mark B. Andersen and Brian T. Williams-Rice
Supervision plays a central role in the training of sport psychologists, but little discussion of what constitutes adequate supervision of trainees and practitioners is available in the applied sport psychology literature. Broader issues of supervision, such as the training of students to become supervisors, metasupervision, and career-long collegial supervision are rarely discussed. This paper will present models of general supervision processes from training the neophyte to collegial supervision, derived primarily from clinical and counseling psychology. Included are supervising the delivery of performance-enhancement services, identifying trainee and client needs, helping the student understand transference and countertransference phenomena, and suggestions for examining the relationship between the supervisor and the supervisee. Suggestions for improving supervision include course work and/or practica in supervision processes for applied sport psychology graduate programs along with continuing education workshops at sport psychology conferences.
Daniel M. Landers
From 1950 to 1980, the field of sport psychology made significant strides. The developments were so rapid and so profound that this period can be called the “formative” years of the field. There was a tremendous expansion of the sport psychology literature, some of which constituted sustained contributions on a single research topic. Several textbooks and specialty books were published during this time period. Sport psychology journal articles expanded so much that journals devoted entirely to sport psychology research were created. The first graduate programs and research societies that focused more directly on sport psychology were also established. Applied sport psychology techniques, such as relaxation, imagery, and concentration training, were developed and made available to athletes. In addition to providing a description of the above-mentioned developments, some insights into dominant research methodology trends will be presented for the time periods of 1950 to 1965 and from 1966 to 1980.
Melissa N. Chester and Michael Mondello
The purpose of this study was to ascertain what role mentoring played in female sport management faculty’s decision to pursue doctoral degrees and to investigate and identify factors related to successful transition through the doctoral program. A qualitative, descriptive-interpretive approach utilizing a cross case analysis of current female faculty in sport management was used to discover participants’ subjective views regarding a specific experience or experiences in an effort to provide unique, relevant data (Anda, 2001). This methodology allowed for a greater understanding of the participants and their experiences. Semistructured interviews were conducted with eight participants dichotomized by race: four White and four Black Assistant Professors teaching in undergraduate and graduate programs at various types of Carnegie classified institutions. Collectively, seven major themes and four major personality traits and characteristics developed from verbatim transcriptions of the interviews. The seven themes included athletic involvement, career in athletics, career aspirations, pedagogy decision, influence of mentor, mentor roles, and context of mentoring. The four personality traits and characteristics related to success were athletic involvement/career in athletics, single with no dependents, competitive/confident, and vigilance/determination.
Robin S. Vealey, Nick Galli and Robert J. Harmison
graduate programs is an important professional responsibility for veteran certificants. As Scherzer and Reel ( 2018 ) note, it may be that some veteran certificants choose not to recertify because of the exam or continuing education requirements. We realize that there will be turnover in mentors for
Jane E. Clark and Bradley D. Hatfield
decisions. In the next 2 decades, she would rise through the ranks to full professor and lead our efforts to establish a center of excellence in physical education undergraduate and graduate programs and research. On the faculty, she was a “force”—a strong leader, a committed scholar, a dedicated teacher
Janaina Lima Fogaca, Sam J. Zizzi and Mark B. Andersen
investigate SDC development, Tod et al. ( 2007 ) interviewed 16 students and 11 faculty of four sport psychology graduate programs in Australia about their views on what affected the development of students’ SDC. Their findings indicated that participants viewed their interactions with athletes, supervision
Wojtek Chodzko-Zajko, Erica M. Taylor and T. Gilmour Reeve
employment and graduate programs, it was noted that a new approach to curriculum revision was needed. The goal shifted from fixing problems to building a program with the 2017 revision. When the curriculum committee members reviewed the AKA core documents and contacted the AKA consultant, it was evident that