Experiential learning has become a driving force of universities around the world, and is a crucial part of many sport management programs. This is particularly true given the competitive nature of the field and the rapid changes the industry continuously faces. This work seeks to reexamine the sport management curricula to ensure a progression and evolution toward a superior level of student preparedness for their internship experiences. Through the use of both quantitative and qualitative methods, our major findings recommend a focus on academic, experiential, and professional development. Theoretical and practical implications are discussed along with limitations and directions for further investigation.
Jaime R. DeLuca and Jessica Braunstein-Minkove
Earn Your CEUs Through the NATA Professional Development Center It’s a reporting year, so now is the perfect time to take advantage of the 10 free CEU credits you receive with your NATA membership. The credits can be used toward the majority of the more than 300 courses offered in the NATA
Stephanie M. Mazerolle and Chantel Hunter
Professional commitment has been studied in multiple settings, yet little is known about the professional sport setting. A total of 27 male athletic trainers, employed full time in the professional sport setting, participated in this study. Our participants were 34 years old (range 30–58), with 21 ± 7 years of experience as a certified athletic trainer, and more than 17 ± 7 years of experience in the professional setting. We conducted online asynchronous interviews. All data were analyzed following an interpretative approach. Data saturation was met, and we used a peer review and researcher triangulation. Barriers to professional commitment included time away from family/home and negative work environment. The facilitators to professional commitment were competition, positive work environment, and off-season professional development. The professional sport setting is unique, much like the collegiate setting, and thus our findings highlight that time away and a negative workplace atmosphere can reduce an athletic trainer’s commitment. Commitment to the profession, however, is enhanced within this setting because of the chance to be around the high level of competition, as well as the chance to have time for professional development.
NATA Professional Development Center is Always Open With 2019 being a reporting year, don’t forget to visit the NATA Professional Development Center (PDC) to earn CEUs. Although the deadline is Dec. 31, the PDC is open year-round and offers a wide range of courses on topics you encounter in your
Brad Vickers and Brendon Hale
The knowledge and experience acquired in Continued Professional Development (CPD) is considered self-development and is dependent upon the individual’s perception of control over professional growth (Chalofsky, 1990). The purpose of this study was to analyze coaches’ self-development perceptions through Chalofsky’s (1990) eight constructs. An inductive analysis revealed that novice coaches lacked responsibility for self-development and believed the head coach to be responsible for athlete results. Intermediate coaches had increased perception of control that enabled them to use their own coaching styles as they relied on experiences and daily reflection to improve. Similarly, expert coaches perceived full responsibility for their self-development, and realized the dependence of their assistant coaches as well. The findings supported Chalofsky’s (1990) contention that self-development is dependent upon individual perception of control.
Pete Lindsay and Owen Thomas
The mass media focus on sporting events (Kristiansen, Hanstad, & Roberts, 2011), coupled with the interest in reporting the psychological aspects of sporting performance (Jones, 2005) can place practitioners in stressful situations (Fletcher, Rumbold, Tester, & Coombes, 2011). Concerns over “misrepresentation,” “misquotation,” “misinterpretation,” and being “incorrectly reported or understood” by the media can be at odds with a practitioner’s honest desire to disseminate findings and provide informed commentaries related to the discipline. This article aims to highlight the ethical, professional and personal challenges faced by Pete Lindsay while working as the resident sport psychologist for an international television broadcaster during a World championship sporting event. The autoethnographic account provides a series of reflective fragments that were abstracted from professional development documentation, supervisory meeting records of the time, and the authors recalled reflections of when Pete undertook the role. Practical implications for the training and certification of practitioners in relation to working within the media are considered.
Stephanie M. Mazerolle, William A. Pitney and Ashley Goodman
Edited by Jatin Ambegaonkar
Retention factors for athletic trainers (ATs) generally include autonomy, work-life balance, and job satisfaction, but little is known specifically about the position of Head AT.
To investigate factors that influence retention of the Head AT in a leadership role.
A qualitative study that employed structured interviews.
Patients or Other Participants:
18 Head ATs (13 males, 5 females; 44 ± 8 years of age; 22 ± 7 years of experience in the role) participated.
Data Collection and Analysis:
Participants responded to a series of questions presented through an online interview. The data were analyzed through a general inductive approach.
Two key retention factors that were identified by the analysis were enjoyment of the work setting and professional motivation.
Head ATs remain in their positions due to rewarding relationships with staff members and student-athletes. A commitment to lifelong learning for professional development also exerts a positive influence for retention.
Tom Sharpe, Monica Fabian Lounsbery, Cindy Golden and Chris Deibler
Collaboration among teacher educators and practicing teachers is currently a popular education reform strategy. Two matched undergraduate cohorts, one prepared in a Professional Development School (PDS) collaborative, were followed over a 5-year period to determine the benefits of one collaborative model. Qualitative data were collected across the 2 undergraduate groups (n = 8, n = 6), two cooperating teacher groups (n = 16, n = 12), two public school administrative groups (n = 4, n = 3), and one faculty group (graduate student n = 3, faculty n = 3). Observational data were also collected for each undergraduate cohort, representing practicum, student teaching, and inservice teaching. Qualitative data over the 5-year study period showed trends from apprehension to receptivity and recommitment to the teacher education process for all collaborative participants. While not directly attributable to the collaboration model alone, exposed undergraduates and their students also demonstrated marked changes in select daily practices correlated with effective instruction. Challenges and implications for research on collaborative activities are last discussed.
Gloria E. Napper-Owen
The purpose of this study was to examine the impact of induction assistance beyond the year of participation. Two second-year teachers mentored by the researcher in their first year of teaching participated. Changes in teacher process behaviors were analyzed, and emergent themes from the first year of teaching were examined to determine relevancy in the second year. The results indicated that both teachers spent more time in management during the second year observations than at the end of the first year of teaching to help achieve program outcomes for responsible movement. A shift in the amount of time in instructional behaviors indicated students were receiving more feedback while engaged in practice opportunities. The teachers indicated less difficulty in planning developmentally appropriate lessons and more confidence in their teaching. The beginning teachers felt more secure in their teaching abilities and engaged in new teaching strategies that enhanced their professional development.
Tiffany Kloeppel, Pamela Hodges Kulinna, Michalis Stylianou and Hans van der Mars
This study addressed teachers’ fidelity to one Physical Education curricular model. The theoretical framework guiding this study included professional development and fidelity to curricular models. In this study, teachers’ fidelity to the Dynamic Physical Education (DPE) curricular model was measured for high and nonsupport district groups. Participants were 20 Physical Education teachers. Ten teachers worked in a highly supportive district, while 10 teachers worked in nonsupportive districts. Data were collected using field notes, a DPE observation instrument, and informal interviews. Two themes emerged from the data: (a) district support led to higher teacher fidelity levels to the DPE curriculum, and (b) the teachers from the nonsupport district implemented management procedures differently than the high support district teachers.