Fundraising Fundamentals for Physical Education, Recreation and Sport

This article presents a practical glimpse into the exciting and challenging world of fundraising for physical education and sport programs. Suggestions are presented that will aid the reader in selecting an appropriate fund raising project for one\u27s own organization. Potential pitfalls that may be encountered by the teacher and coach involved in fundraising are identified and suggestions are provided as to how to avoid them. Planning is the key to fundraising and the fundraising planning process is broken down into 8 basic steps presented in the form of a template. Prospecting, as an essential element of the fundraising process, is introduced; and, suggestions are made for securing the services of Centers of Influence to aid in the fundraising effort

A primer for administrative/managerial success

vol. 3, no.

The TRIAD Assisting, Advising, and Assessment Model: One Institution's Attempt to Support the Student-Athlete

The Triad Assisting, Advising, and Assessment Model is a multifaceted approach to meeting the needs of young men and women who are placed in the dual roles of college student and athlete. Student-athletes face numerous pressures, on and off campus, both real and perceived. To enable student-athletes to successfully meet these pressures and challenges, the State University of New York, Brockport, has instituted the Triad Model. The model, depicting a methodology of academic, personal, and athletic advising, utilizes an approach which has both traditional and innovative components

Leni Riefenstahl\u27s Olympia : Brilliant Cinematography or Nazi Propaganda?

This article discusses whether or not the documentary on the 1936 Summer Olympic Games entitled Olympia was more than just a very well made sports film, but produced with the purpose of promoting Nazi propaganda for national socialism

Recommended Educational Experiences for High School Athletic Directors (ADs)

A national study of 400 high school principals was conducted to determine their recommendations in terms of the most appropriate informal and formal education (experiences) for would-be high school athletics directors. Specifically, the principals were asked to rate each of 19 items/questions relating to formal or informal education efforts or achievements by means of a 5-point likert scale. A secondary purpose was to ascertain how the respondents rated each of the then proposed sport management core content areas (areas of formal course work), as recommended by the Sport Management Program Review Council. Only two core content areas -- (1) legal aspects of sport and (2) budget and finance in sport -- were deemed to be essential or very important by a majority of 233 respondents (58.25% return). The formal course work that the largest number of principals felt was not very important/irrelevant was research in sport

Preferred Player Characteristics and Skills of Division I Men\u27s Basketball Coaches

A national survey of selected men’s basketball coaches, at the NCAA Division I level, revealed how essential the respondents felt certain work ethic characteristics were for successful basketball players on their team. The respondents also revealed how important specific skills or talents were for the success of men’s NCAA men’s Division I basketball programs. The survey was completed by means of a 36-item Likert scale questionnaire. This investigation determined to what degree NCAA Division I coaches should seek specific work ethic characteristics and physical skills/talents in their players

Necessary Education for the Success of Athletics Directors: NCAA Presidents\u27 Perceptions

Given the many demands placed on the current day athletics director, the necessity of appropriate education has become paramount. Several years ago, Leith (1983) recognized the need for athletic administrators to be competent in a variety of skills. Today, the need for athletics directors to be well versed in multiple job-related skills has become even more apparent. The current status of athletic administration among National Collegiate Athletic Association (NCAA) colleges and universities suggest that occupational demands are being placed on sport administrators at an increasing rate (Bradley, 1993; Lea & Loughman 1993; Neilsen, 1990). Copeland and Kirsch (1995) recognized the escalating responsibilities and the inherent demands of contemporary sport in order to maintain competitive programs. It was discovered in a study undertaken by Cleave (1993) that intercollegiate administrators generally perceived their jobs as becoming more complex

Knowledge Areas Necessary for Successful NCAA Division III Certified Athletic Trainers: NCAA Division III Certified Athletic Trainers’ Perceptions

NCAA Division III head certified athletic trainers (ATCs) (n=185) were surveyed to determine knowledge areas needed by ATCs to be successful as Division III ATCs. A Likert-like scale survey consisted of 12 athletic training related knowledge areas and included the following five point scale: essential, very important, important, not very important, and irrelevant. Findings indicated that it is important that Division III ATCs have all 12 knowledge areas to be successful. Although injury-related knowledge areas were considered essential, all of the knowledge areas were at least considered important to the success of ATCs, and none were considered irrelevant. Those involved in athletic training curricular issues should place or continue to place the most emphasis on areas related to injuries

Desirable Qualities, Attributes, and Characteristics of Successful Athletic Trainers -- A National Study

In an effort to determine the importance of desirable qualities, attributes and characteristics necessary for the success of interscholastic athletic trainers a Likert-type scale survey was mailed to all head athletic trainers of NCAA Division III institutions in the United States. The survey consisted of 24 statements allowing for the following responses: essential, very important, important, not very important, and irrelevant. The qualities that were deemed the most desirable by head athletic trainers were trustworthiness (76.2%), honesty (73.5%), dependability (66.4%), and possessing high ethical standards (66.4%). The two characteristics that were found to be the least essential were being a risk-taker (2.1%) and being a visionary (6.4%

Job satisfaction for campus recreation professionals within NIRSA institutions

An international investigation was conducted to determine the overall job satisfaction of college campus recreation employees who are members of the National Intramural Recreational Sports Association (NIRSA). Demographic information was gathered to provide statistical analysis based on (a) region; (b) size of school; (c) private versus public; (d) four-year versus two-year schools; (e) rural, suburban, and urban location; (f) years in the profession; and (g) reporting structure. The following work related areas were examined to determine if NIRSA members were satisfied with their job environment: (a) personal/individual satisfaction, (b) staffing and organizational structure, (c) financial support, (d) salary and professional development, (e) department and individual expectations, (f) campus recreation facilities, and (g) campus collaboration and communication. The study found that overall the respondents indicated they were satisfied with their job situation/ environment with greater satisfaction being shown by those with loftier job titles when compared with those with lesser job titles. Differences in job satisfaction were noted in terms of (a) supervisor’s expectations of them, salary, and hours worked (based on amount of experience); (b) salary (based on title held); (c) budget allocation (based on reporting structure); and (d) a desire to leave their present position/ job (in terms of job title held, experience/length of service and reporting structure)