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Olan Kees Martin Scott and Alicia R. Stanway

The higher education sector increasingly uses social media as an educational tool to develop a sense of community and foster student engagement, particularly as social networking sites have become an integral part of the lives of digital natives. The current study sought to explore whether the use of Twitter could foster student engagement in a sport marketing course, specifically by embedding Twitter through two assessments, online lectures and weekly tasks. Mean score comparisons indicated that over a 13-week semester, students (N = 68) felt more engaged and included in the course because it had Twitter, found Twitter to be relatively easy to use, and the use of social media aligned with course objectives. The results of the current study have salience in sport management education, because the effective use of Twitter within a higher education context demonstrates how the use of social media can foster engagement with course materials.

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Lori A. Gano-Overway and Kristen Dieffenbach

, 52% of these students reported that they did not feel their physical education preparation was sufficient to prepare them to coach. Further, few investigators (e.g.,  McMillin & Reffner, 1998 ) have explored whether higher education institutions (HEIs) with programs in coach education are in a

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Bridie Kean, David Fleischman and Peter English

The complementary nature of higher education and elite sport is documented internationally in both academic and practical contexts (e.g.,  Aquilina, 2009 ; Fraser, Fogarty, & Albion, 2010 ; Knapp, 2012 ). In Australia, for example, there is a high number of athletes who are concurrently

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Katie Dray and Kristy Howells

their experiences using multiple media ( Lin, 2008 ). With this in mind, this paper attempts to provide a contextualised example of how e-portfolios have been used in Higher Education (HE) with undergraduate students studying Sport Coaching Science. In doing so, it aims to provide a pedagogical

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Wang Jiahong, Ping Xiang, Zhang Dazhi, Weidong Liu and Xiaofeng Gao

Physical education (PE) undergraduate programs in higher education in China have evolved over the last 100 years. As a result, a comprehensive system of physical education undergraduate majors in higher education has been established in today’s colleges/universities in China. The large number of students who have completed a physical education undergraduate major have greatly contributed to the development of physical education and sports in China. In this article, we reviewed the evolution of physical education undergraduate majors in higher education in China according to five historical eras: (a) the early period of New China, (b) the Cultural Revolution period, (c) the early period of reform and opening up, (d) the period of socialist market economy exploration, and (e) the 21st century era. We also systematically examine the structures, goals, and courses of the physical education undergraduate majors in higher education in China. Finally, we provide in-depth analysis of the development of the physical education undergraduate majors through the examination of their guiding principles, goals, and curriculum design, which might serve as a reference for further enhancing the reform of the curricular design of the physical education undergraduate majors in higher education during the current era.

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Jiabei Zhang, Daniel Joseph and Michael Horvat

The purpose was to investigate marketable features of the adapted physical education (APE) career in higher education. A total of 560 APE job openings (297 APE first priority and 263 APE second priority were identified from the Chronicle of Higher Education between 1975–1976 and 1997–1998. These data were analyzed by regression, chi-square, and descriptive statistics. The results indicate that the APE career is a growing employment market demanding candidates who specialize in APE to prepare in one or more other areas and encouraging candidates who specialize in other areas to minor in APE. The market shows that APE second priority openings increase more quickly than APE first priority openings. Personnel for the APE career in higher education appear to be in short supply.

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B. Ann Boyce and G. Linda Rikard

This study examined the supply and demand issues of D-PETE professionals in higher education. The three concerns addressed were: (a) doctoral graduates and their respective job placements in the academic years of 1996–97 through 2008–09, (b) an examination of two targeted academic years (2005–06 and 2008–09) to determine the supply of entry level doctoral candidates and experienced job seekers, and (c) the number of advertised positions in pedagogy and outcomes of those position searches. A general comparison of the two academic years revealed: over half of the positions were filled with both graduates and ABD pedagogists and a third of position searches failed. The following conclusions were made demand was greater than supply and ABD’s in D-PETE filled pedagogy positions. Lastly, the impact of these failed searches must be examined as it relates to the profession.

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Michael S. Willett, Damon P.S. Andrew and Mary E. Rudisill

Market pressures and external demands to sustain access, improve cost management and accountability, and increase productivity continue to persist in departments and schools of kinesiology. Confidence in the sustainability of an institution’s business model is eroding. To address these challenges, one possible approach for enhancing institutional performance, accountability, and stability is to revise an institution’s management process or budgeting model. Indicators suggest that many institutions are changing budget models to an incentive-based budgeting (IBB) system (i.e., responsibility-centered management [RCM]). The management strategies reviewed in this article are important for higher education budget administrators that implement, or are considering implementing, an IBB system as a means for assessing outcomes or institutional decision-making.

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Eric M. Martin, Scott J. Moorcroft and Tyler G. Johnson

and education. Instead, national governing bodies, state associations, individual club sport programs, youth sport organizations, and institutions of higher education are afforded both the responsibility and freedom for developing their own coaching education curricula. This lack of guidance and

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Larissa R. Galatti, Yura Yuka Sato dos Santos and Paula Korsakas

, & do Nascimento, 2017 ; Milistetd et al., 2014 ). Higher education institutions and professors have been challenged to rethink their teaching paradigms and practices, expand their skills and competences, and assume the role of CDs in an effort to ‘translate’ scientific knowledge into relevant