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David K. Wiggins

Performance at the University of Oregon in 1990 ( Ellis, 1998 ; Smoll & Berryman, 1999 ). Academic Preparation Up for Debate Among all the aforementioned issues, it is the question of the most appropriate academic preparation of students in a field now typically known under the umbrella term kinesiology

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Fran Hoogestraat, Michael Phillips, and Lanise Rosemond

Truly the best coaching education programs more than adequately outline the myriad of roles a coach must perform: from disciplinarian to diplomat, mother or father figure to dictator, from detective to judge and jury (Hammermeister, 2010; Sabock & Sabock, 2008.) Nevertheless, coaches at high school and college levels appear to be consistently confronted with unexpected surprises. Why is this?

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Liz Sattler and Rebecca Achen

Experiences and Career Planning” component for accreditation ( COSMA, 2019 ). It is evident that the field views these experiences as critical components of students’ academic preparation. Online internship job postings through sites like TeamWork Online and JobsInSports have become a primary source for

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Terry L. Rizzo and Don R. Kirkendall

This study assessed the association between demographic attributes (gender, age, year in school, experience with students with disabilities, perceived competence in teaching students with disabilities, and academic preparation regarding individuals with disabilities) of undergraduate physical education majors and their attitudes toward teaching students labeled educable mentally retarded (EMR), learning disabled (LD), and behaviorally disordered (BD). Future physical educators (n = 226) were asked to complete the Physical Educators’ Attitudes Toward Teaching the Handicapped questionnaire, and 174 (77%) agreed. Data were collected on the first day of classes of a 16-week semester. Results from forward stepwise multiple-regression procedures showed that perceived competence and academic preparation regarding individuals with disabilities were the best predictors of favorable attitudes in general, and for EMR and LD. Results also showed that for BD, age and year in school were the best predictors of favorable attitudes. Thus, attitudes vary as a function of disabling conditions. The results provide evidence that there is a need to promote positive attitudes toward teaching individuals with disabilities.

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Gary A. Sailes

This investigation examined the beliefs of college students regarding specific stereotypes about African American athletes and about college student-athletes. Beliefs about intelligence, academic integrity, and academic competitiveness among male college student-athletes, as well as assumptions about intelligence, academic preparation, style of play, competitiveness, physical superiority, athletic ability, and mental temperament in African American athletes, were investigated. A fixed alternative questionnaire was administered to 869 graduate and undergraduate students. The findings indicate that white and male students believe that athletes are not as intelligent as the typical college student and that they take easy courses to maintain their eligibility and that African American athletes are not academically prepared to attend college, are not as intelligent and do not receive as high grades as white athletes, and are generally temperamental. African American and female students believe that African American athletes are more competitive and have a different playing style than white athletes.

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Sherry L. Folsom-Meek and Terry L. Rizzo

The purpose of this study was to assess validity and reliability of the Physical Educators’ Attitude Toward Teaching Individuals with Disabilities III (PEATID III; Rizzo, 1993) for future professionals. Participants (N = 3,464) were undergraduate students enrolled in the introductory adapted physical education course at 235 colleges and universities. Construct validity was obtained through principal components analysis with oblique rotation and supported by principal components analysis with varimax rotation. Results showed that PEATID III measures three factors: (a) outcomes of teaching students with disabilities in regular classes, (b) effects on student learning, and (c) need for more academic preparation to teach students with disabilities. Reliability, as estimated through coefficient alpha, was .88 for the total scale and .71 or greater for each of the disability subscales.

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Tom Buning

a welcome addition for sport management professionals and educators looking to fill the void created by the short supply of leadership in sport management professional and academic preparation resources. The intersectionality of contemporary issues in society with all levels of sports demands a

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Amelia Mays Woods and Suzan F. Ayers

education, (c) PETE students’ weak academic preparation, and (d) the impact of restructuring programs to emphasize other kinesiology areas. Consistent with survey results presented in Chapter 5, many PETE coordinators did not actively engage in recruitment, citing workload conflict and lack of time and

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James S. Walton

program devoted to biomechanics of sport at Penn State University (Penn State) and added that he thought this new program would be a good match for my specific interests and my previous academic preparation. The Penn State Connection I started my PhD program in the Penn State Biomechanics Laboratory in

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Rebecca M. Hirschhorn, Cassidy Holland, Amy F. Hand, and James M. Mensch

AJ , Ward RM . Employer perceptions of the academic preparation of entry-level certified athletic trainers . Athl Train Educ J . 2009 ; 4 ( 2 ): 70 – 74 . 18. Henderson J . The 2015 Athletic Trainer Practice Analysis Study Outline: Domains and Tasks . Pmaha, NE : Board of Certification