The present study examined a 10-week psychological skills training (PST) intervention called UNIFORM (Johnson & Gilbert, 2004) with a community college softball team. The intervention was based on the transtheoretical model (Prochaska & Marcus, 1994). Results showed that the athletes learned the skills, enjoyed the intervention, and significantly increased their application of relaxation and goal setting during practice and their application of relaxation, imagery, and self-talk during competition as measured by the Test of Performance Strategies (Thomas, Murphy, & Hardy, 1999). Though there were some positive changes, decisional balance and self-efficacy scores (DB-PST, SE-PST; Leffingwell, Rider, & Williams, 2001) were not statistically significant. The UNIFORM approach enabled community college athletes to learn psychological skills and apply them during practice, competition, and in their everyday lives.
Colleen M. Horn, Jenelle N. Gilbert, Wade Gilbert, and Dawn K. Lewis
A large amount of research and scholarship has focused on the college and university choice factors of potential student-athletes. The aforementioned research, however, is disproportionately conducted using male or large revenue-generating sport participants. Kankey and Quarterman (2007) addressed these biases by developing a questionnaire and conducting research centered on Division I softball players in Ohio regarding the factors that influenced their college or university choice. Additionally, Kankey and Quarterman advocated more research utilizing different athlete populations to further analyze college and university choice factors among student athletes. As a result, the purpose of this research is to apply Kankey and Quarterman’s (2007) questionnaire to community college softball players in an attempt to determine: What factors are important to community college softball players when deciding to attend their present school? Statistical analyses indicate the most important choice factor to be head coach. Other important factors include personal relationships, financially-based reasons, and academics. The least important factors included media related issues, school infrastructure, and past coaches. Hossler and Gallagher’s (1987) student choice model is combined with Symbolic Interactionism to explain results, and provides recommendations for college sport practitioners.
Derek T. Smith, Tannah Broman, Marcus Rucker, Cecile Sende, and Sarah Banner
representing most institution types and sizes (e.g., public/private, community college/4-year institution, small/large). Our goal was to advance the kinesiology advising dialogue and, we hope, inform effective advising practices for others to consider. As expected, more questions than best-practice answers
David Lyle Light Shields, Douglas E. Gardner, Brenda Jo Light Bredemeier, and Alan Bostrom
The present study drew from the model of moral action proposed by Shields and Bredemeier (1995) according to which a sport team’s collective norms influence behavior. The focus was on team cheating and aggression norms in relation to demographic variables, leadership style, and team cohesion. Participants were baseball and softball players (N=298) at the high school and community college level. It was found that age, year in school, and years playing ball all correlated positively with expectations of peer cheating and aggression, and with the belief that the coach would sanction cheating if necessary to win. MANOVA results indicated higher anticipations of cheating and aggression among males, college athletes, winning team members, and nonstarters. Significant relationships between leadership style variables and collective team norms, and between team cohesion variables and collective team norms, were also obtained.
Paul Carpenter, Karen Stylianides, Rebecca Weiler-Timmins, Andrea Randolph-Krisova, Kelly Sprinkle, and Rosa Angulo-Barrosso
grown to include the California Community Colleges (CCCs), that have same domain of interest, want to engage in discussion, and have a shared commitment ( Eckert, 2006 ; Wenger, 2000 ; Wenger-Trayner & Wenger-Trayner, 2015 ). This engagement was initially driven by the pandemic but now has expanded to
Suzan F. Ayers and Amelia Mays Woods
recommendations for best practice. Woods, Richards, and Ayers ( 2016 ) expanded the conversation from a practical perspective by considering actions PETE faculty members, in collaboration with K-12 teachers and community college contacts, may incorporate to improve PETE enrollments. Example strategies included
Heather McCracken and Shilpa Dogra
school, some high school, completed high school, some community college, completed community college, some university, completed Bachelor degree, or completed Masters or PhD degree), current marital status (single, married, divorced or separated, and widow[ed]), and employment status (employed full
Nicholas Hattrup, Hayley J. Root, and Tamara C. Valovich McLeod
% ( n ) Gender Male 47.7 (73) Female 50.9 (78) Prefer not to respond 1.3 (2) Degree Bachelors 28.7 (44) Masters 64.7 (99) Doctorate 3.2 (5) Prefer not to respond 3.2 (5) Setting High school 35.9 (55) University 35.9 (55) Outpatient/rehab clinic 14.3 (22) Community college 2.6 (4) Other 11
Richard J. Boergers, Thomas G. Bowman, Nicole Sgherza, Marguerite Montjoy, Melanie Lu, and Christopher W. O’Brien
representation of the respondents was High School (public, private, clinic outreach) = 61.52%, College (community college, NCAA Division I, II, III institutions) = 30.78%, Professional Sports = 3.5%, Other = 4.2% (Figure 2 ). Our sample appeared to be representative of the work settings reported by the
Thomas J. Templin, Kim C. Graber, and K. Andrew R. Richards
, it is clear that relationship building is important to the recruitment and retention of preservice teachers. Both survey and interview data illustrate that fostering and maintaining positive relationships with in-service teachers, counselors, parents, and community college faculty members are