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Managing Difficult Conversations

John B. Bartholomew and Sherri L. Sanders

faculty as a zero-sum game or negotiation. That is, any positive for the faculty member is a loss for the chair and vice versa. This inevitably raises the emotional investment of both parties and makes it much more difficult to find a solution. This approach might reflect a simple disagreement, where

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Patterns of Preservice Teacher–Student Negotiation Within the Teaching Personal and Social Responsibility Model

Kelsey McEntyre, Matthew D. Curtner-Smith, and K. Andrew R. Richards

create a “secondary vector” ( Doyle, 1986 , p. 420) or alternative objective. This can occur when, rather than complete instructional tasks in congruence with teachers’ directions, students modify them. These modifications are often the product of negotiations between teachers and students ( Wahl

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What Female Sport Management Professors Think: Adherence to Gender Roles and the Impact on Salary Negotiation

Heidi Grappendorf, Cynthia M. Veraldo, Annemarie Farrell, and AJ Grube

. Explanations for the disparity between the salaries for men and women are undeniably numerous and complex. However, the process of negotiation and the ways men and women experience the process have been areas of focus for researchers. Negotiation is the process of social interactions between parties where

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Influence of Negotiations on Preservice Teachers’ Instruction Within the Skill Themes Approach Unit

Zachary Wahl-Alexander and Matthew D. Curtner-Smith

momentum are altered. Such changes can lead to inappropriate or uneducational goals becoming the focus of lessons, or facilitate attention to more appropriate and relevant goals. The actions that students take to cause shifts in lesson direction and momentum include negotiations with their teachers to

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Negotiations Between Preservice Classroom Teachers and Students During a Physical Education Early Field Experience

Kelsey McEntyre, Matthew D. Curtner-Smith, and Deborah S. Baxter

recommendations by which the preparation of PCTs to teach physical education could be improved. The purpose of this study, therefore, was to describe the patterns of negotiation engaged in by PCTs and their students during a physical education early field experience (EFE). The specific research questions we

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Influence of Negotiations on Graduate Teaching Assistants’ Instruction Within University Activity Courses

Zachary Wahl-Alexander and Matthew D. Curtner-Smith

and enhance the instructional and managerial systems ( Griffin et al., 1998 ; Jones, 1992 ; Wahl-Alexander & Curtner-Smith, 2015 ; Zmudy et al., 2009 ). The nature and effectiveness of all four systems within the ecological paradigm can be shaped or changed as a result of negotiation that occurs

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Authenticity Negotiation: How Elite Athletes (Re)Present Themselves as Personal Brands

Nataliya Bredikhina, Thilo Kunkel, and Ravi Kudesia

their authenticity to audiences. The current research addresses the identified gap by introducing a model of authenticity negotiation in elite athletes’ personal branding, examining why athletes pursue authenticity and how they resolve conflicting demands for authenticity and relevant constraints. We do

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“Just Act Normal”: Concussion and the (Re)negotiation of Athletic Identity

Nikolaus A. Dean

personal narratives with Erving Goffman’s ( 1959 ) presentation of self theory. Through this application, I attempt to analyze and make sense of the (re)negotiation of my athletic identity due to the formidable impacts of sustaining a sport-related concussion (SRC). As Brewer, Van Raalte, and Linder ( 1993

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Gender Negotiations of Female Collegiate Athletes in the Strength and Conditioning Environment

Rachel I. Roth and Bobbi A. Knapp

Female athletes often negotiate their meanings of femininity and athleticism due to restrictive cultural norms, with muscularity at the center of this negotiation. Using a critical feminist interactionist perspective, this study seeks to understand how female collegiate athletes negotiate their meanings of muscularity and femininity within the strength and conditioning environment. Negotiation strategies emerged from the data, including the gendered body and the weight room environment. The findings suggest that while the strength and conditioning coach is responsible for training athletes in power and speed, they must do so within the cultural context that often attempts to limit women’s physicality.

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Female Athletes Do Ask! An Exploratory Study of Gender Differences in the Propensity to Initiate Negotiation among Athletes

Sharon R. Guthrie, T. Michelle Magyar, Stephanie Eggert, and Craig Kain

Researchers have extensively documented gender differences in negotiation perceptions and performance which, in turn, may contribute to the persistence of salary and workplace inequity between women and men. The purpose of this study was to determine if these differences existed among a sample of 228 athletes (women n = 151 and men n = 77) who had competed in sport at high school, competitive club, college, or through professional levels for 15 years. More specifically, gender differences in the propensity to initiate negotiation were investigated in order to determine whether the three factors associated with the Babcock, Gelfand, Small, and Stayn (2006) Propensity to Initiate Negotiation Model (i.e., recognition of opportunity, sense of entitlement, and apprehension) explained and mediated such differences. Propensity to initiate negotiation (PIN) was operationally defined as self-reported responses to a series of hypothetical negotiation scenarios, as well as recent and anticipated future negotiation experiences. Females reported significantly more negotiation apprehension than males; they did not differ, however, in their recognition of opportunities and sense of entitlement associated with negotiation. The implications of these findings are discussed.