Choosing Sport Management as a College Major

The purpose of this study was to better understand sport management students within departments of parks, recreation, and tourism, and to address the often uneasy fit faculty experience when trying to educate sport and recreation students in the same classes. Researchers sent a 16-item online questionnaire to 1,337 undergraduate sport management majors at seven universities offering sport management as an emphasis within a department of parks, recreation, and tourism. Results yielded a 32% response rate, and indicated many similarities among the seven universities. The results also provided guidance for addressing the challenges faced by parks, recreation, and tourism educators when teaching students who identify with sport rather than recreation, and who are highly focused on a career in sport. The article concludes with implications for advising, curriculum planning, and employment potential

The Future of Leisure Studies in Research Universities: Administrators\u27 Perspectives

This article summarizes the content of a three-day administrative summit held at Zion Ponderosa Resort in southern Utah in late September 2010. Department chairs, heads, and deans representing 13 universities across North America offering leisure studies doctoral degrees, master\u27s degrees, and undergraduate professional preparation degrees gathered to entertain eight multifaceted questions pertaining to their future. The questions were generated by a Delphi Process, and responses to the questions were recorded and analyzed following the summit by a team of doctoral students and professors from the University of Utah. The article concludes with a brief discussion of an administrator\u27s responsibility in leading leisure studies departments in times of fiscal austerity, and recommending a to-do list to ensure the future of leisure studies in public research universities

SCHOLE: A JOURNAL OF LEISURE STUDIES AND RECREATION EDUCATION Choosing Sport Management as a College Major

Abstract The purpose of this study was to better understand sport management students within departments of parks, recreation, and tourism, and to address the often uneasy fit faculty experience when trying to educate sport and recreation students in the same classes. Researchers sent a 16-item online questionnaire to 1,337 undergraduate sport management majors at seven universities offering sport management as an emphasis within a department of parks, recreation, and tourism. Results yielded a 32% response rate, and indicated many similarities among the seven universities. The results also provided guidance for addressing the challenges faced by parks, recreation, and tourism educators when teaching students who identify with sport rather than recreation, and who are highly focused on a career in sport. The article concludes with implications for advising, curriculum planning, and employment potential

Who benefits from treatment for executive dysfunction after brain injury? Negative effects of emotion recognition deficits

Deficits in emotion recognition, a crucial aspect of social cognition, are common after serious brain injury, as are executive deficits. Since social cognition and executive function are considered to be separate constructs, our first aim was to examine the presence of emotion recognition problems in brain injury patients with dysexecutive problems. We studied 65 brain injury patients of mixed aetiology participating in a randomised controlled trial evaluating the effects of a multifaceted treatment for executive dysfunction (Spikman, Boelen, Lamberts, Brouwer, &amp; Fasotti, 2010) and 84 matched controls with a test for emotion recognition. Results showed that, in patients with acquired brain injury exhibiting executive deficits, emotion recognition deficits are also present. Male patients are more impaired than female patients, irrespective of aetiology. Our second aim was to investigate whether emotion recognition problems negatively predict the results of the treatment programme. Pre-treatment emotion recognition performance significantly predicted resumption of roles in daily life (Role Resumption List; RRL) and performance on an ecologically valid test for everyday executive functioning (Executive Secretarial Task; EST) post-treatment and, in addition, interfered negatively with treatment condition. Moreover, worse pre-treatment emotion recognition skills affect the learning of compensatory strategies for executive dysfunction negatively, whereas pre-treatment dysexecutive deficits do not.</p