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Mark W. Bruner, Mark Eys, Jeremie M. Carreau, Colin McLaren, and Rachel Van Woezik

involved the implementation of one or more of four approaches identified in the organizational psychology literature, including the improvement of goal setting, problem solving, interpersonal relationships (e.g., cohesion), and role development ( Beer, 1976 ; Buller, 1986 ). Despite these options and the

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Brody J. Ruihley and Lisa T. Fall

Public relations (PR) activities in college athletics are concerned with many types of people, organizations, and businesses. The success of a program depends on support from these constituents. The purpose of this research was to determine the perception of PR roles in a college athletic environment. One goal was to determine how many athletic directors (ADs) occupy PR positions in their department or what position they perceive to be most involved with PR. A second goal was to examine attitudes held by ADs regarding the importance, benefits, and responsibilities of PR officers. A final goal was to determine what role behaviors PR practitioners are exhibiting. This study provides empirical research in the area of PR, specifically in college athletics. The findings provide a benchmark for the PR literature in relation to the sports industry, how PR fits into the sports structure, and what roles PR plays in college athletics.

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Line D. Danielsen, Rune Giske, Derek M. Peters, and Rune Høigaard

The leadership role in sport has been investigated extensively, with Northouse ( 2010 ) defining leadership as a process whereby an individual influences a group of individuals to achieve a common goal. In sport, coaches have historically been viewed as the major source of formal leadership, but

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Rachel A. Van Woezik, Alex J. Benson, and Mark W. Bruner

injury to a member of a sports team may affect the team. Injury events within a team may alter the personnel available to fulfill certain roles and thus disrupt existing group dynamics—for better or worse. Although a range of circumstances can arise to cause unexpected team member absences (e

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Mark Eys, Mark R. Beauchamp, Michael Godfrey, Kim Dawson, Todd M. Loughead, and Robert J. Schinke

I think for me it’s just a matter of accepting that role. That’s all it is. . . . Realizing that’s what it’s going to be, these are the types of shots I’m going to get, this is the type of offense we’re going to be running. . . . That’s something that I’ve kind of been doing over the past week, is

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Matthew Jenkins, Elaine A. Hargreaves, and Ken Hodge

committed action ( Butryn et al. 2015 ; Harris, 2009 ; Hayes et al., 2006 ). Evidence suggests that psychological flexibility plays a supportive role in efforts to maintain PA (e.g.,  Butryn et al., 2015 ; Fletcher, 2011 ), with proposed contributions from each of the six psychological flexibility

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Pamela Wicker and Paul Downward

reimbursement for their work ( Cnaan, Handy, & Wadsworth, 1996 ). As sport volunteers can perform a variety of voluntary activities ( Orlowski & Wicker, 2015 ), this study distinguishes between three types of voluntary roles, including administrative (e.g., board or committee member), sport-related (e

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Eva Guijarro, Ann MacPhail, Sixto González-Víllora, and Natalia María Arias-Palencia

selected physical activities (e.g., social skills and problem-solving). It is the element of “moving to learn” that this paper sets out to explore and contribute to understanding further. This paper focuses on the relationship between different roles that students undertake in a physical education class

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Nicholas S. Washburn, K. Andrew R. Richards, and Oleg A. Sinelnikov

in search of professional satisfaction. The imbalance between expectations and afforded resources, coupled with the marginalized status ascribed to PE in schools ( Richards, Gaudreault, Starck, & Woods, 2018 ), suggests that perceived mattering ( Richards, Gaudreault, & Woods, 2017 ) and role stress

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Mark A. Eys, Albert V. Carron, Mark R. Beauchamp, and Steven R. Bray

The general purpose of the present study was to examine the nature of role ambiguity in sport teams and to explore the construct validity of the operational definition of role ambiguity developed by Beauchamp, Bray, Eys, and Carron (2002). Role ambiguity was operationalized as a multidimensional construct (Scope of Responsibilities, Behavioral Responsibilities, Evaluation of Performance, and Consequences of Not Fulfilling Responsibilities) that occurs in two contexts, offense and defense. Consistent with the a priori hypothesis, perceptions of role ambiguity exhibited some degree of within-group consistency and group-level variability, but most of the variance in role ambiguity was seen at the individual level. Also, perceptions of role ambiguity decreased from early to late season. Finally, veteran athletes experienced less role ambiguity than first-year athletes at the beginning of the season, but not at the end. Implications of the findings and suggestions for future research are discussed.