What Intercollegiate Athletics Coaches Wish Faculty Knew: Implications for Curriculum and Instruction (original) (raw)
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This is an abstract from a speech given in Rome to a gathering of Christian sports coaches about recovering the educative value of sports and fitness.
“The Importance of Having a Plan B”: Academic Personnel Who Work with Student-Athletes
Sports, Study, or Sleep, 2020
This chapter focuses on the professional academic personnel who work with student-athletes, and how money affects the way they are able to work with student-athletes. It also looks at the messages they offer their student-athletes and how they help student-athletes succeed in the classroom, both in terms of skill development and in running study halls. Academic personnel include academic advisors, learning specialists, and tutors. A university's academic personnel typically include tutors, academic advisors, and, with a large-enough budget, learning specialists. The advisors and learning specialists interviewed in this chapter all work in professions centered around helping student-athletes succeed academically, and many advisors interviewed in this chapter grew up playing sports and continued to compete or play sports as undergraduates themselves. Having the experience of being a student-athlete means these advisors remember some of their own experiences of juggling the responsibilities of a full course-load at a university while competing at a high level. They had to manage their time, responsibilities, and energy, much the way their current advisees need to, and many advisors view their work as a way of paying a favor forward. They had help succeeding in school while playing competitively, and are now doing the same thing for new generations of college student-athletes. Learning specialists are not necessarily former student-athletes, but they offer help in terms of broad academic skills
A Critical Review of American Academic Coaching Education Programs
Journal of Coaching Education
Among the physical activity, exercise and health related academic disciplines, coaching education remains an under-developed field. Once closely aligned with physical education, coaching education has remained practically immobile despite the activity and growth in the related functional fitness and sport performance fields of exercise and sport sciences such as sport pedagogy, exercise physiology, and sport and exercise psychology. This article provides a historical context for the evolution of the academic discipline of coaching education within the broader field of physical education and a brief overview of coaching education as it exists within academia today. Recommendations and suggestions are made for the future growth and development of the coaching education discipline.
This study examined courses focused on intercollegiate athletics in sport-related graduate programs (e.g., Sport Leadership, Sport Management, and Athletic/Sport Administration). A content analysis of course syllabi was used to determine the alignment of course scope and content. Analysis included course type (i.e., required or elective), instructor status, course hours per week, number of major readings, course objectives, course topics, course structure and activities, and student assessment. While several course topics were consistent across syllabi, intercollegiate athletics courses were found to vary widely in their course purpose statements, course objectives, and major readings. This study highlights new directions for future work in aligning professional preparation programs for athletic administrators Innov High Educ
2013
A coaching philosophy is a set of basic principles or values framework that guide a coach in decision-making and behavior (Hogg, 1995). Opposite of a dictatorial philosophy, the humanistic coaching philosophy as an athlete-centered, collaborative, and nonmanipulative process between athlete and coach, taking into account individual athlete differences and abilities, with the hopes of eventually developing an emancipated, selfregulated, adaptable, and self-confident athlete (Lyle, 1999). The goal of this case study was to explore the coaching philosophy and methods of a successful men’s NCAA distance running coach and describe to what extent the stated coaching philosophy and coaching methods of the coach are humanistic. Through coach interviews, athlete interviews, training session observations, and artifact collection, this research explored whether coaching practice was congruent with the stated coaching philosophy and triangulated the qualitative data in regards to the extent in ...
2014
A coaching philosophy is a set of basic principles or values framework that guide a coach in decision-making and behavior (Hogg, 1995). The humanistic coaching philosophy is an athlete-centered, collaborative process between athlete and coach, taking into account individual athlete differences, with the hopes of eventually developing an emancipated and self-regulated athlete (Lyle, 1999). The goal of this case study was to explore the coaching philosophy and methods of a successful men's NCAA Division I cross country running coach and describe to what extent the stated coaching philosophy and coaching methods of the coach are humanistic. After coach interviews, athlete interviews, training session observations, and artifact collection, coach/athlete interpersonal communication and relationships emerged as a primary theme from this data. Findings indicated that the coach's stated philosophy and methods were humanistic in regards to having close coach/athlete interpersonal relationships with open communication, but were not humanistic in relation to communicating more with the best (i.e., top eight) runners on the team. Implications from these findings include that coaches should make a concerted effort to build interpersonal relationships and communicate more with athletes new to their program, particularly freshmen and athletes making the leap from high school to college athletics.
Intercollegiate Athletes and Effective Educational Practices: Winning Combination or Losing Effort
Research in Higher Education, 2006
Scrutiny of intercollegiate athletics has intensified in recent years. This study compares student-athletes with those of non-athletes in terms of their engagement in effective educational practices. Contrary to many reports in the popular media, the findings from this study indicate that, on balance, student-athletes across a large number of colleges and universities do not differ greatly from their peers in terms of their participation in effective educational practices. In most instances, when differences do exist, they favor athletes.
Examining sports coaching philosophy-implications for policy, pedagogy and practice
ICSSPE Bulletin
thank you for asking me to be your first HDR student, you have been a great friend and mentor to me for nearly 10 years. You came to me with an idea and it has become so much more, thank you for all of your help and support. Pamm, you turned this thesis on its head and although I was reluctant at first, I look at my thesis now and could not envisage it any other way, so thank you. Your brains and passion have made the writing process a much easier ride, 2012 has been a great year! To my fiancé, Chris, you came into my life at a time when I was lacking the stability and motivation to undertake a PhD. You gave me the time, space, love and support for completion-thank you most of all, however, for making me laugh. I look forward to becoming your wife and enjoying the next phase in our life which hopefully will involve much more time together rather than with our laptops. To my two best friends and bridesmaids, Amanda and Jo-thank you for providing me with a welcome outlet to my PhD. To Dad, thank you for always being there for me, I hope this thesis shows you I'm on the right track! To my sister Steff, thank you for your support. To my Mum, I hope you are proud of me. And, to my adopted family-Barb, Steve, Jenny, Kate and Michelle-thank you for accepting me and treating me as one of your own. Finally, without the support of those coaches who participated in this research, there would be no thesis. As a volunteer coach myself, I know how rewarding being a coach can be-I thank you for contributing to what I believe to be important research.