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Jaime R. DeLuca, Michael Mudrick, Molly Hayes Sauder, and Elizabeth A. Taylor

education. Increasing understanding of student perceptions of diversity and inclusion not only augments student education around these issues but also better prepares graduates for the social climate of professional employment in the sport industry. Sport has long been considered a (White) male preserve

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Paulo Pereira, Fernando Santos, and Daniel A. Marinho

made in improving the perception of the value of PE across sociocultural contexts and educational systems. Consequently, to use PE strategically and attain positive outcomes, researchers have highlighted the importance of studentsperceptions of the motivational climate within PE and extracurricular

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Alexander Jansson, Gunilla Brun Sundblad, Suzanne Lundvall, Daniel Bjärsholm, and Johan R. Norberg

Studentsperceptions of physical education (PE 1 ) have been of great interest for decades ( Carlson, 1995 ; Dyson, 2006 ; Kretschmann, 2015 ; Säfvenbom et al., 2015 ). There are several reasons for this. First, from a didactic perspective, positive perceptions of PE among students may

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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

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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.

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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

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

.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 ). Attitudes matter in physical education . International Journal

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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.

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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.

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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.