ARCAA Contents & Abstracts, 2018 Special Edition

ISBN 978-0-89641-580-5

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    Working Towards a Model of Reflection to Improve Athlete Development Gregory Lott — Urging coaches to engage in reflective practice is commonplace throughout coaching literature because of its ability to facilitate learning (Martens, 2012). Many sport governing bodies even require reflective practice as part of coaching certification programs (Nelson & Cushion, 2006). However, the term “reflection” is so commonly used for a variety of different activities that our understanding of the exact nature of the construct has become clouded (Cushion, 2018). Additionally, if the purpose of coaching is to impact athlete-learning and development (Côté & Gilbert, 2009), a greater focus on the reflective process of the athletes themselves is needed. We are thus left with a two-fold issue: 1) there is a distinct need to explore and articulate a multi-faceted process of cogitating within and upon an experience; and 2) the focus of sport practitioners needs to be redirected at learning how best to facilitate the reflective process of athletes. Grounded in the theory of Schön (1983) and Jarvis (1987), and the work of Gilbert and Trudel (2001), this paper serves to outline a proposed model of athlete reflection. Keywords: experiential learning; sport; coaching. (1-30)

  • FBS classification Impacts upon Student-Athlete Academic Services in NCAA Division I InstitutionsJeffrey C. Petersen, Lawrence W. Judge, James E. Johnson — Since the 1970s, athletic academic support services have developed into a vital component of collegiate sport and have increasingly garnered sizeable facility and staffing investments. However, best practices or benchmarking for staffing and facilities to best serve the student-athletes has received little research. This study examined administrative leadership, staffing, budget, and facilities in student-athlete academic services (SAAS) within NCAA Division I institutions to assess the impact of Football Bowl Subdivision (FBS) status compared to non-FBS schools. A 55-item survey explored these prog¬rams and facilities within a sample (n = 100) of 31 FBS and 69 non-FBS institutions dispersed among 32 athletic conferences. An ANOVA revealed 18 areas of significant differences between FBS/non-FBS classifications regarding leadership, staffing, budget, and facilities. The size and scope of the SAAS facility and staff can tremen-dously influence these programs, and a critical assess¬ment can assist with appropriate and equitable resource allocation for these important services. (31-59)

  • A Comprehensive Model of Student-Athlete Academic ServicesAlan Hott, Michael Bricker — This article is an introduction to a comprehensive model of student-athlete academic services at a major southwest institution, a brief history of NCAA man¬dated services and the student-athlete experience defined. The authors also introduce the holistic approach in place and the benefits of this program as well as a modified CTS measure (Comeaux, 2015). APR data from the NCAA APR online database, and student-athlete satisfaction scores from an academic success department annual assessment are utilized to measure the quality of this model. Discussion to show there is a need to further study this model and create a set of measures to assess all programs for effectiveness and efficiency. (60-69)

  • Examining Athletes’ Perceptions of Academic Services and Support Amanda L. Paule-Koba, Marissa Tashenberg No abstract (70-99)

  • Bridging the Gap between High School and College Jenelle Cunningham — Academic advisors and administrators, like any other profession, must deal with a variety of obstacles when trying to perform their duties to the best of their abili¬ties. One of the area that creates a lot of havoc for advi¬sors and administrators, and for the student, is the deci¬sion made by a university admission committee. With most university practically having an open-door policy in terms of who can get access to a collegiate education, the reality is that some of those potential students are not quite ready for the collegiate curriculum. If an institution is going to accept students who are academically underprepared for college, the institution should also provide the necessary resources to assist these students in becoming successful. (100-111)

  • NCAA Division I Athletic Academic Services Mission Statements: Are Life Skills Included?Brooke E. Forester, Shelley L. Holden — As the NCAA and its member institutions continue to emphasize the importance of life skills and the “whole person” development, this paper explored mission statements of athletic academic service departments. It was these departments in which student-athletes had daily interaction and was often the department tasked with providing life skills. In the current study, the researchers conducted a qualitative content analysis of athletic academic service departments. The goal was to explore mission statement content to determine if life skills were included and if so, which elements of life skills were emphasized. Employing a qualitative website content analysis several themes emerged showing most athletic academic service department mission statements included in the study sample did emphasize life skills and related life skill components but there was variability among which components were emphasized. The study aimed to provide practitioners with valuable in¬formation to assist in mission statement development while also adding greater insight for academics studying the efficacy of mission statements. Keywords: mission statements, life skills, athletic aca¬demic service departments (112-139)

  • Dimensions of Parenting Student-Athletes Framework: Examining the Parent-Athlete Relationship in Regards of Intercollegiate SportsMegan L. Parietti, Sue Sutherland, Donna L. Pastore — Interdisciplinary work has been increasingly seen as im¬portant within academia. Two fields that have looked in¬to the athlete-parent relationship are family studies and sport studies, but they rarely work together. One of the reasons for this is a lack of similar terminology in the two fields. We propose and examine a conceptual framework, Dimensions of Parenting Student-Athletes, which combines Baumrind’s (1966) tripartite parenting theory from family studies and the concepts of pressure and support from sport studies. We conducted a pilot study with student-athletes who completed a demo¬graphic survey, two interviews, and a journal discussing the concepts from the conceptual framework. Thematic analyses were conducted, and emerging themes were pressure, support, pressure versus support, and parenting styles. The results supported the conceptual framework. Implications and uses for the conceptual framework are discussed. Keywords: parent/child relations, student-athlete, pres¬sure, support, parenting style. (140-166)

  • Application of Self-Determination Theory to the Field of Athletic Academic Advising Carina Thompson — The purpose of this paper is to illuminate a gap in the research of how Self-Determination Theory (SDT; Deci & Ryan, 1985) can be utilized in the field of athletic academic advising to increase the intrinsic motivation of student-athletes. SDT states that intrinsic motivation can be stimulated within individuals through the cultivation of autonomy, competency, and relatedness. There is support for SDT increasing intrinsic motivation and grade outcomes for students in academic settings (Assor, Kaplan, & Roth, 2002; Black & Deci, 2000; Reeve, 2009; Soenens & Vansteenkiste, 2005). However, there is no current research applying SDT to the field of athletic academic advising. SDT could be helpful in providing a framework for athletic academic advisors to employ when working with student-athletes. By increasing the intrinsic motivation of student-athletes, athletic aca-demic advisors will not only be developing the inherent growth tendencies and psychological needs of their student-athletes, but will ensure that their student-athletes have the tools necessary to be successful beyond their collegiate career. (167-177)

  • Helping Student-Athletes Reach Academic Success: Examining the Effectiveness of Intrusive Advising Interventions Robert Sport — The information presented here was intended to gather some of the current research that has been conducted on an advising approach called intrusive advising and the possible benefits it could have in helping student-athletes succeed. The researcher hoped this cumulative analysis of information on intrusive advising would provide academic advisors, athletic academic advisors, athletic academic administrators, and even coaches with better insight on the benefits that exist when this ap¬proach to advising is properly implemented within a college athletic academic setting. (178-192)


  • A Model for Athletic Academic Services Leroy Sutherland, Jr., Nancy Carlile — The purpose of this paper is to offer a “how to” ap¬proach toward the developing of an athletic academic services unit at an educational institution. This includes staffing considerations and suggestions for program offerings. Also included are the organization plan and policy statement from the newly designed athletic academic services center at Memphis State University, which can be used as a guideline for designing similar units. (193-204)


  • Envisioning Scholar-Practitioner Collaborations: Communities of Practice in Education and Sport Reviewed by Robert McDermand (205-208)

  • A Call for Papers and Subscriptions (209-214)
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