Search Results

You are looking at 1 - 10 of 208 items for :

  • "student perceptions" x
Clear All
Restricted access

Meg G. Hancock, Lindsey Darvin and Nefertiti A. Walker

was accomplished through an investigation of current undergraduate and graduate sport management studentsperceptions of the barriers to leadership advancement faced by female sport management students. Literature Review Sport as a Gendered Institution Gendered processes continue to shape the sport

Restricted access

Isabel Valdez and Ting Liu

“hindered by the quality of their group members.” The variability in student perceptions of research should be addressed early, with rules and guidelines students can follow to limit conflict ( Oakley, Brent, Felder, & Ethajj, 2004 ). Further research is needed to determine how to overcome perceived

Restricted access

Sharon R. Phillips, Risto Marttinen, Kevin Mercier and Anne Gibbone

Physical Education, 19, 97 – 125 . doi: 10.1123/jtpe.19.1.97 Smith , M.A. , & St Pierre , P.E. ( 2009 ). Secondary studentsperceptions of enjoyment in physical education: An American and English perspective . Physical Educator, 66, 209 . Subramaniam , P.R. , & Mercier , K. ( 2017

Restricted access

Virginie Nicaise, Geneviève Cogérino, Julien Bois and Anthony J. Amorose

Feedback is considered a critical teaching function, and researchers in sport pedagogy have shown interest in verifying its importance in physical education. Many observational studies have found that boys receive more attention and feedback, particularly praise, criticism, and technical information, than girls. Nevertheless, little is known about students’ perceptions of teacher–student interactions. The aim of this study was to investigate whether students’ perceptions of teacher feedbacks are gender-differentiated in physical education, as well as to determine how perceived feedback is related to students’ perceptions of competence. French high school students (N = 450: 200 boys, 250 girls) completed questionnaires assessing their perceptions of their teachers’ feedback and their perceptions of competence. Results indicated gender differences in the set of variables. Furthermore, the influence of teacher feedback on girls’ perceptions of competence was strong, whereas little relationship was found for boys. These findings are then discussed in terms of teaching effectiveness.

Restricted access

Nilo C. Ramos and Bryan A. McCullick

The purpose of this study was to investigate elementary students’ perceptions of PE teacher credibility. Eight high- and low-skilled students from grades 3 and 5 were selected from a school employing a PE teacher holding a National Board Certification. Data were collected in the school setting utilizing observations, field notes, an open-ended questionnaire, student drawings, a photo elicitation activity, and group and individual interviews. Data were analyzed inductively and deductively using Miles and Huberman’s (1994) four-stage analysis in relation to source credibility theory (Hovland, Janis, & Kelley, 1953). Data trustworthiness was ensured through a peer debriefer, reflexivity journal/audit trail and triangulation. In the eyes of the students, a credible PE teacher “Looks Like One,” “Practices What She Preaches,” and “Is an ‘Awesome’ Pedagogue.” Implications for both current PE teachers and PETE programs concerned with teacher effectiveness and, consequently, student learning are discussed.

Restricted access

Elizabeth A. Wanless, Ryan M. Brewer, James E. Johnson and Lawrence W. Judge

To prepare students for employment in sport, many sport management programs involve students in revenue generation activities, such as ticket or sponsorship sales. Literature evaluating student perceptions of this specific type of experiential learning remains sparse. This constructivist qualitative study evaluated student perceptions of learning from two courses containing experiential revenue generation projects. Data were gathered via structured-question electronic survey. Fifty-one of 60 students participated. Results generally supported previous research conclusions; conducting experiential learning projects increases skill and professional development and offers a realistic career preview but demands significant time commitment. Important contradictions, however, were present in comparison with past literature. The unique nature of sales-based projects involving students in ticket sales and sponsorship sales served as a platform for students to develop critically important interpersonal skills. This benefit was not identified in studies evaluating experiential learning opportunities that did not contain a sales-based component.

Restricted access

Liz A. Sattler and Clinton Warren

Sales pedagogy and student perceptions of sales have long been studied in business programs across college campuses. While sales pedagogy is a growing content area for sport management programs, it continues to be an area in the field in need of further understanding. The purpose of this study was to explore student perceptions of sales throughout a 16-week course. A qualitative case study methodology was used to develop a rich description of how sport management students perceive sales as a content area, and as a potential profession in the sport industry. Analysis of the themes indicates that throughout the course of the semester, students developed more holistic perceptions of sales, viewed sales as a necessary skill for many jobs in the sport industry, and were more open to a sales job as an entryway into the sport industry.

Restricted access

Christopher Atwater, Jered Borup, Robert Baker and Richard E. West

This qualitative case study examined student perceptions of video communication with their instructor in an online research and writing course for sport and recreation graduate students. All students participated in two personalized Skype video calls with the instructor and received two video and text feedback critiques of their written projects. Eight students were interviewed following the course. Despite minor technological and scheduling concerns, students found that their Skype calls helped form a relationship with their instructor and improved their confidence in the course. Students found that video feedback recordings on their written projects were elaborate and friendly, while text feedback comments tended to be more convenient, efficient, and concise. However, all students reported that the advantages of video feedback outweighed the advantages of text. The article concludes with recommendations for future research and for online instructors who wish to effectively blend these forms of communication.

Restricted access

David A. Pierce and Jeffrey C. Petersen

Experiential learning within sport sales is a growing component of the sport management curriculum. Assessment of student learning outcomes within these experiences is important in quantifying the effectiveness of the learning experience. This study utilized a survey to examine the change in students’ perceptions of sport sales as a result of completing an experiential, client-based sport sales program. The methodology included development and analysis of a survey instrument and application of that survey with enrolled and non-enrolled groups with pre- and post-test experiential learning assessment. Student expectations of a career in sport sales significantly decreased after program completion (t(56) = 2.33, p < .05), while their perception of skill level and preparation for a sport sales employment did not significantly change for the experimental group. These findings relate this learning experience to a realistic job preview for the students, which typically decrease an individual’s expectations toward a particular job (Premack & Wanous, 1985).

Restricted access

Robert P. Mathner and Christina L.L. Martin

The study sought to examine the accuracy of sport management students’ perceptions of career expectations when compared with perceptions of sport management practitioners. A secondary purpose of the study was to analyze differences in such perceptions over a thirteen year period, comparing only graduate students’ and practitioners’ perceptions. The sample (N = 544) was inclusive of sport management graduate and undergraduate students and sport management industry practitioners. Two stages were used to gather data (1996 and 2010 data collection periods), thus slightly different collection procedures were used. Overall results indicate that significant differences existed between the students’ and practitioners’ perspectives regarding multiple areas: salary expectations, time until first sport management job, time before advancement opportunities, and others. Implications from this study will allow sport management advisors, faculty, and students to have a reference for current industry career trends. With this, students can be better informed and equipped to make career decisions.