promotion (RTP) and accelerate integration of the faculty into collegial and collaborative relationships in the department and university. Mentoring at a Bachelor’s College or University New tenure-track faculty taking positions in kinesiology departments at a bachelor’s college or university face a
Duane Knudson, Ting Liu, Dan Schmidt, and Heather Van Mullem
Matthew A. Grant, Gordon A. Bloom, and Jordan S. Lefebvre
, participants discussed the style of communication within their dyad. Participants characterised their communications as collegial and hallmarked by bidirectional, reciprocal conversations in which the needs of the mentees were addressed. “The conversation was pretty much going both ways. She was much better at
Mark B. Andersen and Brian T. Williams-Rice
Supervision plays a central role in the training of sport psychologists, but little discussion of what constitutes adequate supervision of trainees and practitioners is available in the applied sport psychology literature. Broader issues of supervision, such as the training of students to become supervisors, metasupervision, and career-long collegial supervision are rarely discussed. This paper will present models of general supervision processes from training the neophyte to collegial supervision, derived primarily from clinical and counseling psychology. Included are supervising the delivery of performance-enhancement services, identifying trainee and client needs, helping the student understand transference and countertransference phenomena, and suggestions for examining the relationship between the supervisor and the supervisee. Suggestions for improving supervision include course work and/or practica in supervision processes for applied sport psychology graduate programs along with continuing education workshops at sport psychology conferences.
The purpose of the study was to understand how contextual factors influenced three teachers’ willingness to embrace and implement a curriculum based on the teaching of thinking skills within middle school physical education. The teachers were selected because teaching thinking skills was an important part of the central mission of their schools, and they were involved in planning and teaching thinking skills in physical education. Observations of lessons, formal interviews with the teachers and administrators, and curriculum documents provided the data base for analysis using constant comparison and analytic induction. In addition, the value orientations of all teachers within each department were obtained using the Value Orientation Inventory (Ennis & Chen, 1993). Results indicated that school and community support, teacher value orientation and collegiality, and teacher’s perception of the relationship of physical education to broader curricular innovation influenced the teachers’ acceptance of teaching thinking skills as a curricular focus.
Deborah J. Buswell, Claudine Sherrill, Ronald French, and Bettye Myers
The purpose was to examine perspectives on publication of highly productive women adapted physical activity scholars. In-depth interviews were conducted with 13 women from three countries, and data were analyzed utilizing constant comparison methodology. Profiles of two groups, significantly different on publication productivity, emerged and were named highest high producers (HHP) and other high producers (OHP). Similarities between the two groups included affective domain qualities, facilitating factors, and overcoming barriers. Differences were mainly in degree of self-determination, prioritization of writing relative to significant others, collaboration, and collegiality. Based on thematic analysis of interview data, we posited the following: high publication productivity of women adapted physical activity professionals is associated with internal motivation to write, which is enhanced by positive interactions with other professionals, supportive home environments, and supportive work environments.
Susan K. Kovar and Virginia Overdorf
In this study we examined the influences of graduate training, job characteristics, and collegial support on scholarly productivity across gender. A survey was distributed to 425 graduates from 13 major United States research institutions and 117 responded. Publication rate was predicted by the amount of research support from colleagues, the number of colleagues publishing one or more refereed articles per year, and the number of research projects the respondent (as a doctoral student) was involved in with the major professor. Differences were found in professors’ responses to rejected articles, with females significantly less likely to resubmit a rejected article. Therefore, it appears important to participate in many projects with one’s major professor while in graduate school, affiliate with a productive, supportive faculty, and to rewrite and resubmit rejected articles.
Sue Inglis, Karen E. Danylchuk, and Donna Pastore
Within intercollegiate athletic work environments, the retention of coaches and athletic administrators continues to be an issue. Understanding the factors considered important for retaining coaching and athletic management positions has potential significance for reversing the decline of the number of individuals, in particular, women, from these positions, and for increasing the attractiveness of such career pathways. This study developed a scale of retention factors that resulted in three empirically supported factors—Work Balance and Conditions, Recognition and Collegial Support, and Inclusivity. The factors were derived through principal components analysis with varimax rotation using a sample of 359 Canadian and American intercollegiate coaches and athletic administrators. These factors support the need to consider gender and power relations in the search for fuller explanations of women's experiences at work.
Michael L. Naraine, Benoît Séguin, and Eric MacIntosh
In this case study, students are exposed to the issue of stakeholder management through the lens of the National Football League (NFL), using a contemporary example of ambush marketing and player endorsement deals as the primary context. The case depicts nonfictitious events that involve players and their disdain for league policies regarding donning brands and products that violate exclusivity agreements the league has with other companies. After identifying the origins of the circumstances, the case profiles the three principal stakeholder groups involved (i.e., the players, the ambushed sponsor, and the focal organization) through their respective leaders (i.e., DeMaurice Smith, executive director of the NFL players association, Bob Maresca, president of Bose Corporation, and Roger Goodell, Commissioner of the NFL). Using fictitious commentary, the case culminates with the three actors utilizing the services of a sports consultancy firm as they work together to determine the best course of action. Learning objectives include understanding collegiality in a professional setting, and mitigating conflicting sponsorship strategies.
3 184 189 10.1123/jtpe.7.3.184 Chapter 5: A Teaching Center for Children’s Physical Education “The Dream and The Reality” Kate R. Barrett * 4 1988 7 3 190 196 10.1123/jtpe.7.3.190 Chapter 6: Teacher Isolation: A Concern for the Collegial Development of Physical Educators Thomas J. Templin * * 4