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Elaine M. Blinde and Susan L. Greendorfer

This paper is a synthesis of results from five separate studies examining how recent structural and philosophical changes in women’s intercollegiate sport programs may have altered the sport experience of female athletes. Based on both questionnaire and interview data, it was apparent that athletes participating in sport programs characterized by the greatest change (e.g., post-Title IX programs, programs of the 1980s, product-oriented sport models, and Division I programs of recent years) shared somewhat common experiences — with the presence of conflict being one of the most pervasive themes. Four types of conflict were identified: (a) value alienation, (b) role strain, (c) role conflict, and (d) exploitation. Each of these types of conflict is discussed and examples to substantiate the presence of each form of conflict are presented. Based upon the findings, it is suggested that the changing context and emphases of college sport may have exposed female athletes to different sets of circumstances, expectations, and experiences, thus altering the nature of the sport experience and bringing into question the educational legitimacy of college sport.

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J.D. DeFreese, Travis E. Dorsch, and Travis A. Flitton

). Laursen and Collins ( 2009 ) argue that researchers may gain a more distilled picture of the parent–child relationship by measuring perceptions of the relational markers of warmth and conflict. Warmth is the tendency for the parent–child relationship to be characterized by supportive, affectionate, and

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Arturo Leyva

resentment is more intense when the object desired is abstract, such as fame and recognition (metaphysical desire). The conflict is also mimetic; as a result, other members of the community progressively become involved, and the potential for generalized violence emerges (mimetic crisis). The entire

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Cassandra Iannucci and Kevin Andrew Richards

( Byrne, 1991 ; Day et al., 2007 ; García-Carmona et al., 2019 ; Kyriacou & Sutcliffe, 1978 ). One particular type of stress that has been documented among physical education teachers is the interrole conflict associated with combining teaching and extracurricular coaching roles ( Konukman et al., 2010

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Matt W. Boulter, James Hardy, Ross Roberts, and Tim Woodman

(input) influenced team conflict resolution (process), which subsequently impacted team performance (output). However, the utilization of an IPO conceptual framework for investigating personality generally, and narcissism more specifically, within the sports domain remains untested. Thus, in the present

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Jennifer E. Bruening and Marlene A. Dixon

The current study examined, via online focus groups, the consequences of work–family conflict at work and at home with 41 mothers who are Division I head coaches. In addition, the authors focused on the coping mechanisms that these women used to achieve success at work and quality of life with family. Results revealed that work–family conflict influenced outcomes with work (e.g., staffing patterns, relationships with athletes, team performance), family (e.g., time spent and relationships with children and spouses or partners), and life (e.g., guilt and exhaustion, balance and perspective, weaving work and family). Coping mechanisms included stress relief, self-awareness, organization and time management, sacrificing aspects of work, support networks, flexibility with hours, and family-friendly policies and cultures. Implications are that the women work to promote change within their circle of influence. Although their efforts might not result in actual policy changes, over which they feel limited control, they might result in changes in perceptions and attitudes.

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Shannon Hamm-Kerwin and Alison Doherty

Conflict can significantly influence the performance of a group and the attitudes of their members. As with any organizational group, conflict is expected within the boards of nonprofit organizations. The purpose of this paper was to examine the nature of intragroup conflict in nonprofit sport boards, and its impact on perceived decision quality, board member satisfaction, and commitment to the board. Seventy-four provincial sport organization board members were surveyed. The results indicated that task, relationship, and process conflict were negatively related to decision quality, satisfaction, and commitment, and relationship conflict was the most influential variable on all three outcomes. The mediating effect of relationship conflict on the conflict to outcomes associations was also uncovered. The findings have implications for the management of relationship conflict in this context, as well as the management of task and process conflict which may trigger relationship conflict. Several areas for future research are presented.

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Niels B. Feddersen, Robert Morris, Louise K. Storm, Martin A. Littlewood, and David J. Richardson

) explained that using this perspective risks neglecting the social processes that might produce conflict or change. Furthermore, Girginov ( 2006 ) explained that a limitation of this line of research is that focusing on leaders might give an impression of consistency. Instead, Alvesson ( 2017 ) suggested

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Michael McDougall, Noora Ronkainen, David Richardson, Martin Littlewood, and Mark Nesti

interpretations” ( Martin, 2002 , p. 101). In comparison to the integration view, less influence is attributed to leaders and their assessment of what the culture is ( Martin, 2002 , 2004 ). Instead, differentiation researchers often privilege and report subcultural conflicts, issues of power, and differences

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Cassidy Preston, Veronica Allan, Lauren Wolman, and Jessica Fraser-Thomas

relationships with parents and vice versa ( Harwood & Knight, 2015 ). In particular, Harwood and Knight ( 2015 ) highlight the importance of collaboration, conflict resolution, and negotiation for coaches and parents who are navigating the competitive sport environment—organizational skills that have received