Sport management scholars have called for educators and students to increase their global perspectives to better reflect the globalization of the industry. Short-term study abroad trips represent an alternative to long-term study abroad trips and help address financial and temporal barriers associated with longer trips. Based on a holistic model of study abroad, the current study examined the associated outcomes of an intentional pretrip and in-trip design for sport management undergraduate students in a short-term study abroad program. Utilizing a mixed-methods design, the researchers asked students on a short-term trip to complete journals and an online survey regarding their cognitive, interpersonal, and intrapersonal outcomes and corresponding experiences. Results indicate that students demonstrated learning in all three areas and highlight the importance for educators to identify opportunities to assist students in making meaning of their experiences and the corresponding lessons associated with those experiences. These findings provide guidance for educators on how intentionally planning pretrip and in-trip lessons can enhance holistic learning for short-term study abroad students.
Daniel L. Springer, Arden J. Anderson, Stuart M. Dixon, Stacy M. Warner, and Marlene A. Dixon
Lee Phillip McGinnis and James W. Gentry
The golf industry is currently undergoing a “churning effect” whereby players are leaving nearly as quickly as they enter; this effect is especially prevalent among women. We examine interviews from male and female golf professionals, as well as transcripts from interviews with female participants of various playing levels and experience, in order to determine the reasons women not only leave golf, but more importantly, why they stay. Our data indicate that once golfers have become hooked on the game, interpersonal and structural constraints have more influence on participation than intrapersonal constraints, whereas women new to golf face intrapersonal constraints (mainly related to ability) and structural constraints (but ones somewhat different from frequent participants). We suggest strategies that might reduce the intrapersonal (helping new players of both sexes achieve a minimal level of mastery), interpersonal (development of a more gender neutral environment to reduce the likelihood of “differentness” being noted), and structural (provision of child care facilities at the course, reducing the 18-hole mentality) constraints.
Aubrey Newland, Maria Newton, E. Whitney G. Moore, and W. Eric Legg
—that provide experiences for growth and skill development. Personal development domains include identity work, the development of initiative, and emotional regulation, while interpersonal development domains include teamwork and social skills, positive relationships, and the development of adult networks and
Erin K. Howie, Justin M. Guagliano, Karen Milton, Stewart A. Vella, Sjaan R. Gomersall, Tracy L. Kolbe-Alexander, Justin Richards, and Russell R. Pate
increasing physical activity by modifying the physical environment, future coach training programs could also incorporate psychosocial (eg, motivational climate, coach–athlete relationships) or developmental (eg, interpersonal development, fundamental movement skills, physical literacy) elements. Future