Sport development has become a leading issue for sport policymakers and sport managers worldwide. Sport development systems have two main objectives: to increase the number of participants actively engaged in sport and to enhance the quality of performances in sport. This is the foundation of the much used, but rarely examined, pyramid analogy in sport development. In this article, the pyramid model of sport development is explored, and its underlying assumptions are critiqued. Three tasks necessary for an effective pyramid model are identified: athlete recruitment, athlete retention, and athlete transitions. Recruitment requires the assistance of significant others, as well as the proliferation of many smaller, local-level sport programs. Retention requires a focus on motivation, socialization, and commitment. Advancement requires that programs be linked vertically and that athletes be aided in processes of locating and socializing into new levels of involvement. Although specific strategies for enhancing recruitment, retention, and transition of athletes can be identified from the literature, further research is needed.
Molly Hayes Sauder and Michael Mudrick
internships with respect to features like the quantity of hours of required experience ( Koo et al., 2016 ), number of different internships offered in a course of study, and timing of when students are eligible to participate, but ultimately academic internships “[integrate] knowledge and theory learned in
Cole McClean, Michael A. Odio and Shannon Kerwin
influence sport management students’ subjective well-being? Literature Review To serve the purpose and research questions, Beach’s ( 1993 ) Image Theory was a guiding framework for exploring the influence of the direction and magnitude of internship events on student outcomes. The following sections will
Carrie W. LeCrom, Brendan Dwyer and Gregory Greenhalgh
variables. These questions included items such as whether students had lived abroad and for how long, citizenship, number of times the student had traveled abroad, year in school, age, gender, and ethnicity. Building on Mezirow’s ( 1981 ) theory, and considering the study abroad experience as a potential
Sarah Stokowski, Bo Li, Benjamin D. Goss, Shelby Hutchens and Megan Turk
academic programs. Theoretical Framework This study builds on previous research regarding motivation and job satisfaction in higher education. Specifically, this study is informed by self-determination theory (SDT; Deci & Ryan, 1985a ; Gagné & Deci, 2005 ). Self-Determination Theory A macro theory of
Jeffrey Graham, Allison Smith and Sylvia Trendafilova
: A theory of work-family enrichment . Academy of Management Review, 31 ( 1 ), 72 – 92 . doi: 10.5465/amr.2006.19379625 10.5465/amr.2006.19379625 Grzywacz , J.G. , & Marks , N.F. ( 2000 ). Reconceptualizing the work-family interface: An ecological perspective on the correlates of positive and
Carrie W. LeCrom and Tiesha Martin
well as the usefulness of Intergroup Contact Theory ( Allport, 1954 ; Pettigrew, 1998 ) in the development and planning stages of the program to achieve its outcomes. The purpose of this study was to assess the program, with a specific focus on how the process-based use of Intergroup Contact Theory in
Beth J. Sheehan and Mark A. McDonald
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.
Michael Odio and Shannon Kerwin
The senior internship is a critical developmental experience for sport management students transitioning into their careers. Despite the internship’s role as a career development tool, previous research has suggested that the experience may deter students from continuing to pursue a career in the sports industry (Cunningham, Sagas, Dixon, Turner, & Kent, 2005). The present study uses decision-making theory and a longitudinal approach to improve on previous efforts to examine changes in students’ affective commitment to the vocation and intent to pursue a career in the vocation as a result of the internship experience. Results of the structural model show that challenge, supervisor support, and role conflict significantly influence students’ career decision making.
Melanie Sartore-Baldwin and Catherine Quatman-Yates
The purpose of this study was to introduce ethnographic research to students in two graduate-level sport management courses, assess the extent to which the students benefited throughout the duration of the project, and anticipate future benefits as a result of the project. In response to previous calls for a more thorough integration of theory, research, and practice within sport management curricula, a plan to integrate ethnography projects into a sport management human resource management course and a contemporary issues course was developed and implemented. The strengths and weaknesses of the project are discussed relative to student feedback received through journal excerpts and interviews from the students and instructor fieldnotes. Suggestions and guidelines for future uses of ethnography as a teaching tool are offered.