Do full-time sport management job postings ask for practical experience as a requisite for employment? Is practical experience required in the majority of full-time faculty positions in sport management/administration? These were questions raised by a conversation on the North American Society for
Robyn Lubisco, Genevieve F.E. Birren and Ryan Vooris
Lori A. Gano-Overway and Kristen Dieffenbach
investigate how HEIs structure their mediated learning experience (e.g., curricular content) but also understand whether there are opportunities to support internal experiences (e.g., promoting reflective practice, incorporating practical experiences that can prompt reflection and unmediated learning
Larissa R. Galatti, Yura Yuka Sato dos Santos and Paula Korsakas
content and implementation of learner-centred teaching (LCT) strategies are ways to enhance opportunities for practical experiences and development of coaching skills ( Gomes, 2015 ; Milistetd et al., 2014 ). Studies have suggested that the adoption of a constructivist view of learning is key for coach
Glenna G. Bower
While scholars have focused their attention on women working in management positions within several segments of the sport industry, limited research has been done within the health and fitness industry. The purpose of this study provided career path information and advice to women pursuing a management position within the health and fitness industry. The participants were 480female managers who were distributed the Career Paths of Women in Sports Survey in eliciting responses related to their career paths and career advice. Means were calculated for the quantitative data. A three-step content-analytic procedure was used to analyze the qualitative data. The practical information focused on women climbing the ladder from an entry-level position to the management position they are in today. Career advice included, but was not limited to, continuing education, staying up-to-date on certifications, gaining practical experience, networking, and obtaining a mentor.
Stefan Lund and Tor Söderström
The purpose of this article is to explore whether context and coaching cultures influence coaches’ practical experience and their unarticulated and embodied knowledge, and thus their different ways of seeing and defining talent. Using a cultural sociological perspective, we challenge the commonly held assumption that talent identification is, or can be made into, a rational and objective process. Our interpretations and analyses are based upon interviews with 15 soccer coaches in four districts within the Swedish Football Association’s talent organization program. The results imply that coaches’ talent identification is guided by what feels “right in the heart and stomach”; but what feels right is greatly influenced by their experience of previous identifications, interpretations of what elite soccer entails, and the coaching culture in which they find themselves.
Monna Arvinen-Barrow, Brian Hemmings, Daniel Weigand, Caryl Becker and Lynn Booth
To assess, on a national level, the views of chartered physiotherapists with regard to the psychological content of physiotherapy practice.
A postal survey to a national list of sport injury and physiotherapy clinics was employed.
A total of 361 responses were included in the descriptive statistical and qualitative analyses.
The Physiotherapist and Sport Psychology Questionnaire (PSPQ).
On average, physiotherapists felt that athletes were psychologically affected 83% of the time when injured. Key psychological characteristics were also identified in athletes who cope/do not cope successfully with their injuries. Physiotherapists reported using psychological techniques in their work and expressed the need for further training in the field. Only 24.1% of the physiotherapists stated having accesses to accredited sport psychologists.
Results suggest that UK physiotherapists possess practical experiences and good awareness for psychological aspects of injuries and acknowledge the importance of treating a range of psychological conditions.
Lisa Hicks and Dan Schmidt
There is a tremendous need for wellness programming at all university levels as well as the United States as a whole. Healthy lifestyles benefit the workplace through lower healthcare costs, lower rates of injury and absenteeism, higher productivity, and improved morale and retention. This paper describes two innovative programs in higher education, the Healthy DiplomaTM and Healthy Titans, which are designed to improve the health and well-being of both students and employees. Two universities addressed the health and wellness of students (Healthy DiplomaTM) and employees (Healthy Titans) by utilizing the strengths of their respective kinesiology department students and faculty members. The Healthy DiplomaTM program was designed to lead university students to a healthy lifestyle while enhancing their postgraduation contributions as healthy entry-level employees. The Healthy Titans program was designed to provide University of Wisconsin Oshkosh employees and their families an affordable fitness program with an onsite clinical setting for kinesiology students to gain practical experience with fitness programming. Students were provided the opportunity to gain personal health and wellness skills and competencies, and practice their future profession in an applied, yet highly-supervised setting. Practitioners were provided current research and best profession practices. These two programs at two different universities further illustrate both the practicality and advantages of faculty and student collaborations for campus-wide wellness. Programs addressing wellness at the university level have demonstrated appropriateness as well as benefits for students, employees, and community members, and suggest expansion of similar programs to other university settings.
-term success for Norwegian winter endurance sport. The take-home messages from this story are that (1) caution should be used when sport scientists with limited practical experience provide “groundbreaking” training prescriptions for elite athletes and (2) the likelihood for success increases when training
Velina B. Brackebusch
discussions are the primary avenues through which students merge sport management theory and practical experience to better understand how their knowledge and abilities influence their communities. Its value extends beyond the classroom and field—it creates conscious citizens who understand how their actions
Ja Youn Kwon, Pamela H. Kulinna, Hans van der Mars, Audrey Amrein-Beardsley and Mirka Koro-Ljungberg
preservice physical education teachers from 14 PETE programs had learned about CSPAP through courses. These PETE students indicated that there were insufficient practical experiences to learn how to implement CSPAP other than in physical education. PETE students wanted more content and experiences in CSPAP