In the current study the researchers investigated the creation of an identity for Black female runners through their psychological and behavioral involvement in a national running organization for Black women. A repeated measures design was used with 756 members, surveying them twice over a 14-month period regarding their involvement both with the organization and with the activity of running. We found that members’ psychological and behavioral involvement with running increased over time, and that this change was more salient for members who did not consider themselves runners before they joined the organization. These findings provide initial support for the facilitation of a running identity through membership in this running organization.
Christine E. Wegner, Jeremy S. Jordan, Daniel C. Funk and Brianna Soule Clark
Kirsty K. Spence, Daniel G. Hess, Mark McDonald and Beth J. Sheehan
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.
Erianne A. Weight, Barbara Osborne and Robert Turner
Aaron Kelly, a highly respected college sport consultant, is charged with the task of presenting a new model of intercollegiate athletic administration to a panel of leaders in the field. Coincidence and research led him to a successful National Junior College Athletic Association athletic program that was discontinued in pursuit of a new model of competitive intra-collegiate athletics when the institution transitioned to a four-year university. Given the purpose of athletics within the academe to facilitate an educational experience difficult to replicate through any other opportunity, (Brand, 2006; NCAA 2010; Rader, 1999) this program sheds light on a new way to view this tradition we have come to know as college sport. The purpose of this case is to highlight the tremendous potential for innovation that exists within the intercollegiate athletic model. While financial challenges make it difficult for many institutions to sponsor broad-based intercollegiate athletics programs, this model presents a design that can reduce expenditures and provide additional participation opportunities for education through athletics. As Kelly prepares for his presentation, he questions whether this model is ideal and how the landscape of intercollegiate athletics might be affected if implemented on a national scale.
& Preskill, 2005 ). Questions can help students connect new knowledge with what is already known, review material in different ways and modes, and challenge themselves to make real-world applications to extend learning. To initiate dialog and engage students’ thinking, teachers need to facilitate
Velina B. Brackebusch
facilitate deeper discussions about the diverse nature of the sport industry and challenge students to find their place in it. At the end of the semester, students were able to demonstrate critical reflection of their integrative practicum and express an understanding of the interconnectedness between the
Megan B. Shreffler, Adam R. Cocco and Jacob R. Shreffler
) discussed how service learning in the online classroom facilitates the opportunity for a symbiotic educational relationship that strengthens the course. The researchers found that service learning provides students the opportunity to practice learned skills in a functional environment, whereas the online
increase student engagement and success in learning spaces ( Patrick et al., 2016 ). Active learning classrooms (ALCs) were found to be effective in promoting student collaboration and teamwork, discussion, and participation ( Park & Choi, 2014 ). In this way, active learning can help to facilitate
Jules Woolf and Jess C. Dixon
assist the instructor to debrief the exercise and facilitate learning outcomes. The simulation was constructed using a hidden profile paradigm condition ( Stasser & Titus, 1985 ), where collectively, the group has sufficient information to make an optimal decision, but individually, they do not. This
Cole G. Armstrong, Theodore M. Butryn, Vernon L. Andrews and Matthew A. Masucci
manufacturers. Rounding out the group were corporate managers from non-sport-specific organizations whose responsibility was to develop sport-focused initiatives, as well as nonprofit managers. The authors of this manuscript each facilitated and moderated a breakout session of 11 or 12 professionals (selected
Molly Hayes Sauder, Michael Mudrick and Jaime R. DeLuca
discussed the influence of gender on their academic experience without prompting by facilitators, yet gender was not part of the conversation with male participants. Moreover, although females sought to be role models in their field, they were unable to identify any from their academic experiences