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.
Paul Jansma and Paul Surburg
This paper focuses on competency guidelines related to adapted physical education Ph.D. professional preparation in the United States with an emphasis on educational models and different orientations applicable to doctoral professional preparation. Key literature and related information are provided on teacher reform, standards, and competencies, with an emphasis on adapted physical education. The method of development, refinement, validation, and endorsement of the doctoral competencies over the course of this 6-year project precedes the listing of the final 79 competencies across two generic areas (adapted physical educator, researcher) and four other competency areas (administrator, movement scientist, advocate, pedagogue). The paper concludes with a discussion of quality control, doctoral program commonality and diversity, future competency guideline refinement efforts, and postgraduation professional development.
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.
Graham Cuskelly and Christopher J. Auld
This investigation examined the perceived importance of a range of occupational responsibilities of sport and recreation managers and whether there were differences according to the organizational setting. A self-administered mail questionnaire was sent to 196 sport and recreation managers in Queensland, Australia; there was an effective response rate of 124 (69%). The results indicated that the job responsibilities perceived as most important were public relations, financial management, program planning and management, and interpersonal communication. Significant differences were found between managers in different work settings. It was also evident that there were commonalities in the perceived importance of job competencies between the United States and Australia. The study concluded that there have been generally consistent findings about the perceived importance of job competencies, and that different sectors of the sport industry require different emphases in curricula development and professional development programs.
Stephen Harvey and Shane Pill
Research commentary suggests the utilization of Tactical Games Models (TGMs) only exists in isolated instances, particularly where teachers demonstrate true fidelity to these models. In contrast, many academics have adopted TGMs into their courses. Consequently, the purpose of this study was to investigate reasons for this disparity. Participants were 44 academics and 80 physical education teachers. Results showed that academics provided a myriad of reasons why teachers may not use TGMs, although all agreed on the need for increased teacher professional development in TGMs. Physical education teachers’ outlined that numerous competing versions of TGMs was confusing and they required more hands-on examples of TGMs. Results further highlighted disparities between academics and teachers’ conceptual understanding and pedagogical applications of TGMs. There is a critical need to create improved connections between academics and physical education teachers, which could be achieved through the extended examination of the micropedagogies of teachers practice in TGMs.
Susan E. Inglis
The status and representation of women in university sport continues to be an area of concern and responsibility for the athletic administrator. This paper presents a description of the major philosophical and organizational changes that have occurred with the governance of women’s intercollegiate sport. Data from American and Canadian studies describing the involvement patterns of women in university sport are presented, and areas for reform that will increase the status and representation of women in university sport are put forward. Three areas for reform presented include (a) securing commitment to change, (b) improving professional preparations in career planning for women at high school and university levels who aspire to careers in athletics, as well as professional development for women currently involved in athletic administration, and (c) gaining support from academic areas in the identification of effective, positive change for women in university sport.
Elizabeth A. Wanless, Ryan M. Brewer, James E. Johnson and Lawrence W. Judge
To prepare students for employment in sport, many sport management programs involve students in revenue generation activities, such as ticket or sponsorship sales. Literature evaluating student perceptions of this specific type of experiential learning remains sparse. This constructivist qualitative study evaluated student perceptions of learning from two courses containing experiential revenue generation projects. Data were gathered via structured-question electronic survey. Fifty-one of 60 students participated. Results generally supported previous research conclusions; conducting experiential learning projects increases skill and professional development and offers a realistic career preview but demands significant time commitment. Important contradictions, however, were present in comparison with past literature. The unique nature of sales-based projects involving students in ticket sales and sponsorship sales served as a platform for students to develop critically important interpersonal skills. This benefit was not identified in studies evaluating experiential learning opportunities that did not contain a sales-based component.